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Education as Experimentation: A Planned Variation Model: Effects of Follow Through Models. Volume IV-C: Appendices, Part I and Part II

Bock, G.; Stebbins, L.; Proper, E.
This study examines the various instructional models of Project Follow Through. Each chapter describes the design of each model, teachers’ perceptions of the model, parents’ perceptions of the model, and the effect of the model on students’ academic achievement. Student achievement measured using the Metropolitan Achievement Test and compared to similar students who received instruction with non-Follow-Through related program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Project Follow Through; Direct Instruction; DISTAR; Metropolitan Achievement Test
Cambridge, MA: Abt Associates
Design type:
Pretest posttest control group design
Fidelity monitored:
Students included:
Kindergarten students, elementary students
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