- Author: Elena Kirtcheva, Research for Better Schools, kirtcheva@rbs.org
- Presented: American Evaluation Association Annual Conference: November 14, 2009
This paper presents an innovative use of quasi-experimental research designs and social scientific methodology to rigorously evaluate the impact of a professional development program on the gains in content knowledge of elementary and middle school science teachers. It addresses the pronounced need in the field of content knowledge assessment for methods that enable efficient controlling for spurious relationships without increasing the cost of evaluations. The presentation includes data from a specific professional development intervention to illustrate the use of the Non-Equivalent Dependent Variable (NEDV) and Non-Equivalent Groups (NEG) research designs in evaluation.
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