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Strategies for Research and Evaluation in Early Childhood Education


by Samuel Messick & Thomas S. Barrows — 1972

The key issues in research and evaluation in early childhood education are the same as those arising in research and evaluation at any educational level. The major recurring questions are these: What characteristics or variables should be focused upon? How adequately are these variables being measured? Can observed effects or changes be defensibly interpreted—in particular, can they be attributed to specific experimental or educational treatments? And, finally, can the findings be generalized to other populations and other conditions? These are difficult questions at best, but in the area of early childhood education they are made even more complicated by the vagaries of measurement with very young children and by the occurrence of rapid changes during the early years.


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This article originally appeared as NSSE Yearbook Vol 71, No. 2.


Cite This Article as: Teachers College Record Volume 73 Number 6, 1972, p. 261-290
http://www.tcrecord.org ID Number: 19516, Date Accessed: 12/13/2017 7:46:46 PM

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About the Author
  • Samuel Messick
    Educational Testing Service
    E-mail Author
    SAMUEL MESSICK works at the Educational Testing Service.
  • Thomas Barrows
    Educational Testing Service
    E-mail Author
    THOMAS S. BARROWS works at the Educational Testing Service.
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