The Use and Effectiveness of Analogical Instruction in Diverse Secondary Content Classrooms.
Bulgren, Janis A.; Deshler, Donald D.; Schumaker, Jean B.; Lenz, B. Keith (2000). Journal of Educational Psychology, v92 n3 p426-41. Retrieved from: https://eric.ed.gov/?id=EJ620987
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examining83Students, grades9-12
Grant Competition
Review Details
Reviewed: February 2016
- Grant Competition (findings for Analogic Instruction)
- Randomized controlled trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Commensalism knowledge |
Analogic Instruction vs. Unknown |
Post-instruction |
C1 Group;
|
77.00 |
52.00 |
Yes |
|
|
|
Pyramid of numbers knowledge |
Analogic Instruction vs. Unknown |
Post-instruction |
C2 Group;
|
80.00 |
64.00 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Suburban
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Midwest
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Study findings for this report.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).