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An Evaluation of the Quality of Rural Education Research: 2006 to Present
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| Presenter(s):
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| Zoe Barley, Mid-continent Research for Education and Learning, zbarley@mcrel.org
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| Louis Cicchinelli, Mid-continent Research for Education and Learning, lcicchinelli@mcrel.org
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| Abstract:
This review of rural education research since 2006 examined the quality and quantity of the research. It builds on a 2005 rural research review and a 2007 article calling for improving the yield of rural research. Quality issues were two-fold: methodological and focus - many studies identified as rural are only rural by nature of the sample; i.e. a rural setting or students and lack relevance for rural educators and policymakers. A thorough literature search resulted in 62 studies. Secondary screening yielded only 20 studies with a rural focus (32%). The fact that only 32% of all “rural” studies had a rural focus is a serious concern. Nine Of the 20 rural studies were quantitative, 11 were qualitative. Methodologically 45% were high quality, 35% were medium, and 20% were low. We discuss the implications of our findings, make recommendations for future rural education research, and suggest a research agenda.
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Reviewing Systematic Reviews: Meta-analysis of What Works Clearinghouse Computer-Assisted Reading Interventions
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| Presenter(s):
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| Andrei Streke, Mathematica Policy Research, astreke@mathematica-mpr.com
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| Tsze Chan, American Institutes for Research, tchan@air.org
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| Abstract:
The What Works Clearinghouse (WWC) offers reviews of evidence on broad topics in education, identifies interventions shown by rigorous research to be effective, and develops targeted reviews of interventions. This paper systematically reviews research on the achievement outcomes of computer-assisted interventions that have met WWC evidence standards (with or without reservations). Computer-assisted learning programs have become increasingly popular as an alternative to the traditional teacher/student
interaction intervention on improving student performance on various topics. The paper systematically reviews (1) computer-assisted programs featured in the intervention reports across WWC topic areas, and (2) computer-assisted programs within Beginning Reading and Adolescent Literacy topic areas. This work updates previous work by the author, includes new and updated WWC
intervention reports (released since September 2009), and investigates which program and student characteristics are associated with the most positive outcomes.
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