Making Most Summer School

1. Auflage 2000
ISBN: 978-0-631-22152-4
Verlag: John Wiley & Sons

Buch, Englisch, 144 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 212 g

Summer schools serve multiple purposes for students, families, educators, and communities. The current demand for summer programs is driven by changes in American families and by calls for an educational system that is competitive globally and embodies higher academic standards. This monograph details a research synthesis that uses both meta-analytic and narrative procedures to integrate the results of 93 evaluations of summer schools. These and other findings are then examined for their implications for future research, public policy, and implementation of summer programs.

Autoren/Hrsg.

Cooper, Harris

Charlton, Kelly

Valentine, Jeff C

Muhlenbruck, Laura

Inhaltsverzeichnis

Abstract.

1. Introduction.

2. Literature Search and Database Construction.

3. Narrative and Vote-Count Synthesis of Comparisons with Only Directional Outcomes.

4. Meta-Analytic Procedures Used on Comparisons with Known Effect Sizes.

5. Meta-Analytic and Narrative Synthesis of Programs for Remediation of Learning Deficiencies.

6. Narrative and Meta-Analytic Synthesis of Programs for Acceleration of Learning.

7. Narrative and Meta-Analytic Synthesis of Programs with Other and Multiple Goals.

8. Discussion.

References.

Acknowledgments.

Commentary:.

The Effects of Summer School: Questions Answered, Questions Raised: Geoffrey D. Borman.

Contributors.

Statement of Editorial Policy.

Über Autor(innen)

Harris M. Cooper is professor in the Department of Psychology & Neuroscience at Duke University. He earned his doctorate degree in social psychology from the University of Connecticut. Kelly Charlton is the author of Making the Most of Summer School: A Meta-Analytic and Narrative Review, published by Wiley.