Applying an Opportunity-to-Learn Conceptual Framework to the Investigation of the Effects of Teaching Practices via Secondary Analyses of Multiple-Case-Study Summary Data.

Stevens, Floraline I.

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Peer reviewed

ERIC Number: EJ473816

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0022-2984

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Applying an Opportunity-to-Learn Conceptual Framework to the Investigation of the Effects of Teaching Practices via Secondary Analyses of Multiple-Case-Study Summary Data.

Stevens, Floraline I.

Journal of Negro Education, v62 n3 p232-48 Sum 1993

Applies the opportunity to learn conceptual framework to previously collected multiple-case study data from a 3-year study of an academic intervention program in 10 urban Chapter 1 elementary schools. Also illustrates how the multiple-case study approach can be used as an explanatory research tool. (SLD)

Descriptors: Academic Achievement, Access to Education, Black Students, Case Studies, Compensatory Education, Disadvantaged Youth, Elementary Education, Equal Education, Federal Programs, High Risk Students, Low Achievement, Nondiscriminatory Education, Program Evaluation, Research Methodology, Social Problems, Urban Schools

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1; Hawkins Stafford Act 1988

Grant or Contract Numbers: N/A

Author Affiliations: N/A