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Follow Through revisited: Reflections on the site variability issue

Gersten, R.
Abstract:
In response to the controversial and conflicting analyses of the results from Project Follow Through, Gersten examines the issue of site variability. To counter one of the major assertions that one instructional program could not work everywhere in the country, Gersten analyzes data from the Direct Instruction model, which was implemented in schools across the country. Results indicate that the positive effects of the Direct Instruction model were replicable across sites and across cohorts of children. Suggestions for future analyses of data such as that seen in Project Follow Through is discussed. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1984
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Project Follow Through; DISTAR; site variability; reading; math; spelling
Source:
Educational Evaluation and Policy Analysis,
Volume:
6
Number:
4
Pages:
411-423
Design type:
Meta-analysis
Fidelity monitored:
No
Students included:
Elementary students, at-risk students, low-performing students
Location/Setting:
Rural area, urban area, elementary school

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