Maurice J. Eash

Educational Research Productivity of Institutions of Higher Education

This study investigates educational research productivity in institutions of higher education in the United States based on contributions to AERA annual meetings and 14 leading educational research journals over a 7-year period: 1975–1981. Data were analyzed along two dimensions: total productivity and faculty productivity. Total volume productivity has an impact on the field regardless of faculty size; faculty productivity emphasizes the strengths of institutional research activity. Both dimensions were combined in a third ranking to reflect the contributions of both dimensions. In addition, institutions were ranked on the basis of percentage of change in research productivity between the years 1975–1976 and 1980–1981.

Measuring Implementation and Multiple Outcomes in a Child Parent Center Compensatory Education Program

This paper reports an evaluative study of a Child Parent Center Compensatory Education Program delivered to a population marked by low achievement and high incidence of social problems. The 2-year study included classroom observation measures of program implementation and examined the results of specific program characteristics and parent involvement as they affected achievement, locus of control, and home environment. Based on a quasi-experimental study of over 500 children and 120 parents, the program increased achievement, promoted greater feeling of being in control of one’s life, and stimulated parent involvement in school and interest in the child’s educational development.

Utilizing Students' Perceptions and Context Variables to Analyze Effective Teaching: A Process-Product Investigation.

AbstractThis study utilized a student self-report instrument. Our Class and Its Work (OCIVV), to capture data on eight classroom process variables: 1) Didactic Instruction; 2) Enthusiasm (teacher); 3) Feedback; 4) Instructional l ime; 5) Opportunity to Learn; 6) Pacing; 7) Structuring Comments; and 8) Task Orientation. The large sample size permitted stratification of the student data by the contextual variables of grade, gender and socio-economic status (SFS). The results from the analyses indicate several differences in the student perceptions of the process variables measured by the OCIW and underscore the importance of utilizing context variables in process-product studies. The analyses also indicate that several of these process variables significantly affect students’ academic achievement, even after controlling for the effects of students’ prior achievement.

Evaluation of a Model for Faculty Development: Implications for Educational Policy

In a 2-year study, problems were investigated in organizing a program for faculty development among institutions of higher education, business and industry, government, and nonprofit agencies. A sample of faculty members from 3 institutions of higher education and officers from 12 industries and agencies were queried. A model for exchange of personnel was tested in the second year. The study concluded: (a) Institutions of higher education are ill prepared to direct faculty development if they do not have strong program development; (b) exchanges of personnel among institutions of higher education and other agencies require a large number of participating institutions since one-to-one exchanges are not feasible if both institutional and faculty demands are to be met.