WorldCat Identities

Haertel, Geneva D.

Overview
Works: 56 works in 126 publications in 2 languages and 3,520 library holdings
Genres: Handbooks and manuals 
Roles: Author, Other, Editor
Publication Timeline
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Most widely held works by Geneva D Haertel
Evaluating educational technology : effective research designs for improving learning( Book )

8 editions published in 2003 in English and German and held by 493 WorldCat member libraries worldwide

In this definitive volume, today's leading authorities outline research designs, methodologies, and types of assessments that can be used to more effectively evaluate educational technologies. These designs, when properly implemented, will provide critical evidence of technology's impact on student learning. Featuring a user-friendly presentation, the experts provide real-world examples and lessons learned to facilitate the reader's understanding of how and why the authors came to their conclusions and recommendations. (Midwest)
The International encyclopedia of educational evaluation by Herbert J Walberg( Book )

11 editions published in 1990 in English and held by 442 WorldCat member libraries worldwide

The International Encyclopedia of Educational Evaluation provides a current and comprehensive treatment of the major evaluation approaches and methods used in educational research, focusing on themes such as educational needs assessment, measurement, evaluating design, decision making, and educational policy. This single volume is an up-to-date reference work for the beginning student as well as the advanced practitioner and offers educational evaluators access to the range of techniques and disciplines perinent to good evaluation practice
Using technology evaluation to enhance student learning( Book )

5 editions published in 2004 in English and held by 352 WorldCat member libraries worldwide

This volume interprets the research perspectives published in Evaluating Educational Technology : Effective Research Designs for Improving Learning to provide valuable insights for the successful use of technology in different classroom and curricular settings
Assessment reform : challenges and opportunities by Herbert J Walberg( Book )

1 edition published in 1994 in English and held by 267 WorldCat member libraries worldwide

Building educational resilience by Margaret C Wang( Book )

1 edition published in 1998 in English and held by 247 WorldCat member libraries worldwide

Assessing model-based reasoning using evidence-centered design : a suite of research-based design patterns by Robert J Mislevy( )

6 editions published in 2017 in English and German and held by 216 WorldCat member libraries worldwide

This Springer Brief provides theory, practical guidance, and support tools to help designers create complex, valid assessment tasks for hard-to-measure, yet crucial, science education standards. Understanding, exploring, and interacting with the world through models characterizes science in all its branches and at all levels of education. Model-based reasoning is central to science education and thus science assessment. Current interest in developing and using models has increased with the release of the Next Generation Science Standards, which identified this as one of the eight practices of science and engineering. However, the interactive, complex, and often technology-based tasks that are needed to assess model-based reasoning in its fullest forms are difficult to develop. Building on research in assessment, science education, and learning science, this Brief describes a suite of design patterns that can help assessment designers, researchers, and teachers create tasks for assessing aspects of model-based reasoning: Model Formation, Model Use, Model Elaboration, Model Articulation, Model Evaluation, Model Revision, and Model-Based Inquiry. Each design pattern lays out considerations concerning targeted knowledge and ways of capturing and evaluating students' work. These design patterns are available at http://design-drk.padi.sri.com/padi/do/NodeAction?state=listNodes&NODE_TYPE=PARADIGM_TYPE. The ideas are illustrated with examples from existing assessments and the research literature.--
What helps students learn? by Margaret C Wang( Book )

5 editions published in 1997 in English and held by 101 WorldCat member libraries worldwide

A knowledge base on influences on student learning is emerging from a study that analyzed the contents of 179 handbook chapters and reviews, compiled 91 research syntheses, and surveyed 61 educational researchers. This analysis presents results of the research by using a 28-category conceptual framework based on models of schooling that influenced learning. To better indicate the influences that were important, the 28 categories are grouped into 6 broad types of influences: (1) student characteristics; (2) classroom instruction and climate; (3) home, peer, and community context; (4) program design; (5) school organization; and (6) state and district characteristics. All 28 categories are listed, and an average score is been derived for each to indicate its importance. In general, direct influences were found to have a greater impact on learning than indirect influences. Direct influences include such things as the amount of time a teacher spends on a topic and the quality of the interactions teachers have with students. Indirect influences included policies adopted by a school, district, or state, and organizational features such as site-based management. (SLD)
Achieving student success : a handbook of widely implemented research-based educational reform models by Margaret C Wang( Book )

4 editions published in 1998 in English and held by 93 WorldCat member libraries worldwide

Local schools and school districts lack organized information on school effectiveness to select programs and practices to meet their specific program improvement and implementation needs. Critical program features, implementation and training requirements, program costs, program-delivery systems, program impacts, and a host of other relevant factors necessary to enable schools to make informed choices are also needed. This handbook provides information on the design and implementation requirements of a variety of alternative programs and practices, and provides information on the program-delivery mechanisms in a usable form for school personnel. The handbook contains three sections: (1) a report on findings from a synthetic analysis of the design and implementation of 11 widely implemented research-based educational reform models; (2) a synopsis of the 11 widely implemented research-based reform programs and other research-based programs; and (3) a systematic procedure for using program information for informed decision making. An appendix contains a "Program Decision-Making Framework." (DFR)
Psychology and educational practice( Book )

3 editions published in 1997 in English and held by 90 WorldCat member libraries worldwide

Revitalizing inner cities : focusing on children's learning by Margaret C Wang( Book )

3 editions published in 1997 in English and held by 84 WorldCat member libraries worldwide

This paper provides an overview of the research base on the influence of schools, families, and communities on the learning and educational resilience of children in at-risk circumstances, as well as illustrations of current policies and programmatic approaches that place health development and educational success as integral components of community revitalization. Implications for policy and practice are also discussed. Several policy and practical implications can be drawn from current attempts to institute broad-based efforts to improve the development and learning success of inner-city children and youth. First, program implementation must be a shared responsibility of all stakeholder groups at the grassroots level. Schools, however, must be the primary focus in attempting to improve urban education. Second, innovative programs evolve in stages of development, growth, and change. Programs that are useful in one city may be helpful in initiating similar programs elsewhere. Finally, it is noted that few educational reforms have generated the same level of support as the comprehensive approach to coordinated educational and related services for children as a focus for achieving significant improvements in student learning. More information is needed about program features, implementation, and evidence of effects. Educational reform and the reform of services delivery have been on somewhat separate tracks, but to ensure the long-lasting impact of collaborative programs, schools and other collaborating agencies must be committed to using powerful instructional techniques as an essential and active component. (Contains 4 tables, 1 figure, and 56 references.) (SLD)
The effectiveness of collaborative school-linked services by Margaret C Wang( Book )

3 editions published between 1993 and 1998 in English and held by 84 WorldCat member libraries worldwide

What do we know : widely implemented school improvement programs by Margaret C Wang( Book )

4 editions published in 1997 in English and held by 83 WorldCat member libraries worldwide

The study examines the defining features of school improvement programs. Twelve research-based programs that have been implemented for 5 or more years in at least 50 schools or for 3,000 students were analyzed. All have achieved national visibility. Eight of the programs focused on curricular reform and topics included: (1) Core Knowledge; (2) Different Ways of Knowing; (3) Foxfire; (4) Higher Order Thinking Skills; (5) the National Writing Project; (6) Paideia; (7) Reading Recovery; and (8) Success for All. The other four programs (Accelerated Schools, the Coalition of Essential Schools, Community for Learning, and School Development) were comprehensive models focusing on improving student learning in all subject areas. The programs are distinctive, but share the intention to increase learning through research-based practices. Researchers identified 54 practices among the 12 programs, and considered 26 practices strongly research-based. The programs have a variety of pre-implementation preparations and implementation requirements, and they vary in the amount of time and costs required for implementation. There is a great deal of information about many aspects of these programs, but there is a relative lack of information about their effects on achievement. (Contains 3 tables and 15 references.) (Sld)
Fostering educational resilience in inner-city schools by Margaret C Wang( Book )

3 editions published between 1996 and 1997 in English and held by 83 WorldCat member libraries worldwide

Effective features of collaborative school-linked services for children in elementary school : what do we know from research and practice? by Margaret C Wang( Book )

2 editions published between 1995 and 1998 in English and held by 83 WorldCat member libraries worldwide

In view of current interest in and the legislative push for collaborative reforms in education, this paper reviews quantitative and qualitative evidence on the effectiveness of providing school-linked comprehensive services for elementary school students and their families. A preliminary taxonomy of features of collaborative school-linked services is presented. After a review of the literature, six urban sites were selected that represented three important dimensions of school-linked services: (1) single-site versus multisite programs; (2) publicly versus privately sponsored programs; and (3) direct service providers versus referral networks. All six programs had clearly defined goals that guided the collaboratives' actions. Each had identified its clientele carefully. In all six collaboratives, case management and the use of interdisciplinary teams to link students to services were used for service delivery. In all six sites, prevention was emphasized, and all six programs focused on multiple, rather than single, problems. Two-thirds of the programs mentioned stakeholder participation as a key to successful planning. A procedure that was essential to successful implementation was the sharing of client and family confidential material among the cooperating agencies and the school. Based on successful practices in these programs, 17 are made for program implementation or replication. (Contains 2 tables and 13 references.) (SLD)
Educational practices and policies that promote achievement by Margaret C Wang( Book )

1 edition published in 1996 in English and held by 82 WorldCat member libraries worldwide

Toward a knowledge base for school learning by Margaret C Wang( Book )

1 edition published in 1993 in English and held by 82 WorldCat member libraries worldwide

What we know about coordinated school-linked services by Margaret C Wang( Book )

2 editions published in 1997 in English and held by 82 WorldCat member libraries worldwide

School-linked services : a research synthesis by Margaret C Wang( Book )

2 editions published in 1993 in English and held by 82 WorldCat member libraries worldwide

This paper systematically reviews research on the effectiveness of collaborative school-linked programs. It first briefly discusses the history and current stage of practice of such programs, and then summarizes the design and findings of 55 school-linked programs with collaborative elements. Advocates of collaborative programs believe that making agency services available in one location will increase the efficiency and effectiveness of service delivery. Many different types of collaborative school-linked programs have been implemented to target at-risk students. A literature review was used to select the programs considered in this analysis, and these programs were then divided into the following categories: (1) parent education, school readiness and life skills; (2) teen pregnancy prevention and parenting; (3) dropout prevention; (4) alcohol and drug use and abuse prevention; (5) integrated services; and (6) parent involvement. For each area, an overview of programs, the type of research design and evidence collected, and results are highlighted. Overall, outcomes of these programs are positive, with integrated services the area with the highest percentage of positive outcomes. A bibliography lists 44 sources by program area. (Contains 10 tables and 34 references.) (Sld)
Educational resilience by Margaret C Wang( Book )

2 editions published in 1998 in English and held by 81 WorldCat member libraries worldwide

Educational resilience in inner cities by Margaret C Wang( Book )

1 edition published in 1993 in English and held by 81 WorldCat member libraries worldwide

 
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Evaluating educational technology : effective research designs for improving learning
Covers
Using technology evaluation to enhance student learning
Alternative Names
Haertel, Geneva

Languages
English (66)

German (2)