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Research BasisThe Styer-Fitzgerald Functional Academics Curriculum addresses research-based criteria related to assessment, data collection, and data analysis in several ways:
a) It includes an assessment procedure involving systematic data collection which results in longitudinal data on student progress on specific learning objectives. b) The data collection procedure is standardized such that independent assessment by more than one evaluator has been shown to produce reliably consistent data. (Reliability cross checks have been conducted in the dynamic of the classroom context as pertinent to replicability in applied situations.) |
c) Data collection procedures within the curriculum are uniform across content areas to facilitate sound data analysis for evaluation of growth in multiple areas.
d) Longitudinal data on students has been gathered that substantiates steady progress based on comparison of pre-test knowledge and skill level to subsequent progress through multiple sequenced lessons and on-going assessment in each of the content areas covered by the SF FA Curriculum. (On-going data has been collected in several locations for school or school district use, some over multiple years.)
d) Longitudinal data on students has been gathered that substantiates steady progress based on comparison of pre-test knowledge and skill level to subsequent progress through multiple sequenced lessons and on-going assessment in each of the content areas covered by the SF FA Curriculum. (On-going data has been collected in several locations for school or school district use, some over multiple years.)
Regarding quasi-experimental or experimental research, the magnitude of individual differences within the diverse population for whom the Styer-Fitzgerald Functional Academics Curriculum is pertinent results in an experimental condition with multiple extraneous variables, making group comparison research unsound. A single subject design, as thus might be expected, represents the most viable, and sound, form of research to demonstrate the effectiveness of the program. The data collection procedures within the SF FA Program essentially provide the basis for the type of analysis done in single subject design research whether single students across content areas or with controlled variance multiple student comparisons on growth in a single content area.
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