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Originally published in 1992, the editors of this volume fulfill
three main goals: to take stock of progress in the development of
data-analysis procedures for single-subject research; to clearly
explain errors of application and consider them within the context
of new theoretical and empirical information of the time; and to
closely examine new developments in the analysis of data from
single-subject or small n experiments. To meet these goals, this
book provides examples of applicable single-subject research data
analysis. It presents a wide variety of topics and perspectives and
hopes that readers will select the data-analysis strategies that
best reflect their methodological approaches, statistical
sophistication, and philosophical beliefs. These strategies include
visual analysis, nonparametric tests, time-series experiments,
applications of statistical procedures for multiple behaviors,
applications of meta-analysis in single-subject research, and
discussions of issues related to the application and misapplication
of selected techniques.
Originally published in 1992, the editors of this volume fulfill
three main goals: to take stock of progress in the development of
data-analysis procedures for single-subject research; to clearly
explain errors of application and consider them within the context
of new theoretical and empirical information of the time; and to
closely examine new developments in the analysis of data from
single-subject or small n experiments. To meet these goals, this
book provides examples of applicable single-subject research data
analysis. It presents a wide variety of topics and perspectives and
hopes that readers will select the data-analysis strategies that
best reflect their methodological approaches, statistical
sophistication, and philosophical beliefs. These strategies include
visual analysis, nonparametric tests, time-series experiments,
applications of statistical procedures for multiple behaviors,
applications of meta-analysis in single-subject research, and
discussions of issues related to the application and misapplication
of selected techniques.
This volume constitutes a special issue of Educational
Psychologist. The contributors address topics such as: educational
psychology's growing pains; classroom applications of research on
self-regulated learning; classroom management; and programme
development and evaluation.
The twin objectives of the series Psychological Perspectives on
Contemporary Educational Issues are: (1) to identify issues in
education that are relevant to professional educators and
researchers; and (2) to address those issues from research and
theory in educational psychology, psychology, and related
disciplines. The present volume, consisting of two focal chapters,
commentaries, and final responses targets instructional strategies
for improving students' learning in two of the traditional 'three
R' areas, reading and 'rithmetic (mathematics), in the elementary
school grades. The focal chapters in those two skill areas are
written by leading contributors to the reading and mathematics
research literatures, Cathy Collins Block for the reading section
and Douglas Clements and Julie Sarama for the mathematics section.
Few would dispute the essentiality of these two curricular domains
in laying the foundation for the development of students'
competencies in a vast array of academic disciplines in both the
in- and out-of-school years that lie ahead. The present volume is
intended for practitioners and researchers who are seeking the
latest instructional research-based strategies for improving
students' early reading and mathematics performance.
The twin objectives of the series Psychological Perspectives on
Contemporary Educational Issues are: (1) to identify issues in
education that are relevant to professional educators and
researchers; and (2) to address those issues from research and
theory in educational psychology, psychology, and related
disciplines. The present volume, consisting of two focal chapters,
commentaries, and final responses targets instructional strategies
for improving students' learning in two of the traditional 'three
R' areas, reading and 'rithmetic (mathematics), in the elementary
school grades. The focal chapters in those two skill areas are
written by leading contributors to the reading and mathematics
research literatures, Cathy Collins Block for the reading section
and Douglas Clements and Julie Sarama for the mathematics section.
Few would dispute the essentiality of these two curricular domains
in laying the foundation for the development of students'
competencies in a vast array of academic disciplines in both the
in- and out-of-school years that lie ahead. The present volume is
intended for practitioners and researchers who are seeking the
latest instructional research-based strategies for improving
students' early reading and mathematics performance.
In this volume, David Geary provides a comprehensive theory that
brings children's education into the 21st century, and provides
directions for the development of a new discipline, evolutionary
educational psychology. Geary presents the case that a
scientifically grounded approach to children's schooling and, to a
lesser degree, their later occupational interests can be informed
by recent advances in the application of evolutionary theory to the
understanding of the human brain, mind, and its development. He
develops a taxonomy of evolved cognitive abilities and describes
how, from an evolutionary perspective, these abilities are modified
and refined during childhood. From there, he lays the framework for
understanding the relation between evolved abilities, such as
language, and the non-evolved competencies that are built from them
with schooling, such as reading. Geary describes the mechanisms,
such as working memory, that enable humans to transform evolved
cognitive abilities into culturally important, school taught
competencies. These are integrated with discussion of human
intellectual history and cultural evolution, and the sources of
children's motivation to learn inside and outside of the classroom.
In all, this may well be the most revolutionary theory of
children's schooling since Rousseau.
In this volume, David Geary provides a comprehensive theory that
brings children's education into the 21st century, and provides
directions for the development of a new discipline, evolutionary
educational psychology. Geary presents the case that a
scientifically grounded approach to children's schooling and, to a
lesser degree, their later occupational interests can be informed
by recent advances in the application of evolutionary theory to the
understanding of the human brain, mind, and its development. He
develops a taxonomy of evolved cognitive abilities and describes
how, from an evolutionary perspective, these abilities are modified
and refined during childhood. From there, he lays the framework for
understanding the relation between evolved abilities, such as
language, and the non-evolved competencies that are built from them
with schooling, such as reading. Geary describes the mechanisms,
such as working memory, that enable humans to transform evolved
cognitive abilities into culturally important, school taught
competencies. These are integrated with discussion of human
intellectual history and cultural evolution, and the sources of
children's motivation to learn inside and outside of the classroom.
In all, this may well be the most revolutionary theory of
children's schooling since Rousseau.
Thanks to remarkable methodological and statistical advances in
recent years, Single-Case design (SCD) research has become a viable
and often essential option for researchers in applied psychology,
education, and related fields. This text is a compendium of
information and tools for researchers considering SCD research, a
methodology in which one or several participants (or other units)
comprise a systematically-controlled experimental intervention
study. SCD is a highly flexible method of conducting applied
intervention research where it is not feasible or practical to
collect data from traditional groups of participants. Initial
chapters lay out the key components of SCDs, from articulating
dependent variables to documenting methods for achieving
experimental control and selecting an appropriate design model.
Subsequent chapters show when and how to implement SCDs in a
variety of contexts and how to analyze and interpret results.
Authors emphasize key design and analysis tactics, such as
randomization, to help enhance the internal validity and scientific
credibility of individual studies. This rich resource also includes
in-depth descriptions of large-scale SCD research projects being
undertaken at key institutions; practical suggestions from journal
editors on how to get SCD research published; and detailed
instructions for free, user-friendly, web-based randomization
software.
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