1-2 page critique/summary of an article - Essay Example

Critique/Summary Dr. Deckard Module One a. Identify the type of literature. i. This is a “synthesis of research” based on previous studies that have been conducted in order to present a methodological evaluation of the topic (p. 275). b. A statement of the problem presented by the author i. The No Child Left Behind (NCLB) Act of 2001 has paved the way for a more thorough and precise attention towards out-of-school-time (OST) activities; however, there has been a lack of proper and more exact evaluation of such programs—if, indeed, they effectively increase proficiency in core subjects, particularly in reading and mathematics (pp. 275-276).c.

A description of the subjects and or population studiedi. The review and synthesus of related literature pertains to at-risk K–12 students in the United States (p. 281).d. A description of the instrument(s) used in the studyi. The authors conducted in-depth searches on previous studies conducted that were published by or contained in the ERIC database through the use of First Search (p. 280). e. A description of the methods and statistics used in the studyi. The authors used literature searches by inputting specific key words related to the methodological evaluation and assessment of OST activities and programs, like “sumer school” in “math,” “algebra,” and “reading” (pp. 280-281). The search results were siphoned to include only the most relevant and useful to the study by using an Inclusion Criteria (p. 281). For instance, the studies have to be in English and conducted in the United States within the years 1985 to 2003 (p. 281). After the studies included in the synthesis have been finalized, the information they presented are coded according to “the student sample, the research design, statistical results, and research quality” (p. 282). After the coding, the authors used independent meta-analyses on the results pertaining to reading and mathematical educational outcomes (p. 284).f.

A summary of the results i. The results, with reading and math and fixed- and random-effects models, for the overall effect sizes were obviously greater than zero (p. 303). This shows that OST activities and programs can have constructive effects on the proficiency of at-risk students (p. 303). To be more exact, the authors found that elementary and secondary students benefit from OST programs for improved reading, while secondary students benefit more for mathemathics (p. 307). One-on-one tutoring in reading for at-risk students also have the highest positive effects on achievement (p. 308). Furthermore, it is not necessary for OST activities and programs to focus solely on academics as they also have positive effects on social achievements of students (p. 307).g.

A brief discussion of the implication of the research/article. i. The implications of the synthesis on the methodologies for evaluation of the effctiveness and success of OST activities and programs created by the authors include the close monitoring of said programs by the administrators in order to ensure student learning; a critical look at both published and unplublished works by future researchers on the said topic; and a call for more research and documentation of the characteristics and implementation of OST programs (pp. 307-308). The authors showed that although after school programs like remedial classes and summer schools have been in operation for a long time, there is still a need to examine and evaluate their effectiveness in order to maximize student learning and achievement.

ReferenceLauer, P. A., et al. (2006). Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students. Review of Educational Research, 76(2), 275–313.