Over the last decade, the number of
schools, districts, and communitybased
organizations implementing
academically oriented OST programs
like Cosmic Chemistry has increased
dramatically (Stonehill et al., 2009).
To respond to these programs’ need
for research-based guidance, the
Institute of Education Sciences (IES)
convened an expert panel to review
existing research and generate
recommendations for designing,
delivering, and evaluating highquality
OST programs (Beckett et al., 2009). The IES panel,
comprising OST program and research experts, reviewed
the best available research, ranging from rigorous program
evaluations to expert analyses of OST strategies and practices.
To identify replicable practices, the panel paid particular
attention to experimentally and quasi-experimentally
designed studies.
Over the last decade, the number of
schools, districts, and communitybased
organizations implementing
academically oriented OST programs
like Cosmic Chemistry has increased
dramatically (Stonehill et al., 2009).
To respond to these programs’ need
for research-based guidance, the
Institute of Education Sciences (IES)
convened an expert panel to review
existing research and generate
recommendations for designing,
delivering, and evaluating highquality
OST programs (Beckett et al., 2009). The IES panel,
comprising OST program and research experts, reviewed
the best available research, ranging from rigorous program
evaluations to expert analyses of OST strategies and practices.
To identify replicable practices, the panel paid particular
attention to experimentally and quasi-experimentally
designed studies.
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