TY - JOUR
T1 - Using a partitioned treatment design to examine the effect of project WET
AU - D'Agostino, Jerome V.
AU - Schwartz, Kerry L
AU - Cimetta, Adriana D.
AU - Welsh, Megan E.
PY - 2007/6
Y1 - 2007/6
N2 - Although young people in 50 U.S. states and 21 countries learn about water resources through Project WET (Water Education for Teachers), few researchers have conducted summative evaluations of the program. The authors employed a partitioned, or differential, treatments design in which two groups of 6th-grade students received overlapping but unique lesson components. Using hierarchical linear modeling, the authors found that classrooms from both groups had similar pre- to posttest gains on a test of the common material, but each group outperformed the other group on tests of the unique material a group experienced.
AB - Although young people in 50 U.S. states and 21 countries learn about water resources through Project WET (Water Education for Teachers), few researchers have conducted summative evaluations of the program. The authors employed a partitioned, or differential, treatments design in which two groups of 6th-grade students received overlapping but unique lesson components. Using hierarchical linear modeling, the authors found that classrooms from both groups had similar pre- to posttest gains on a test of the common material, but each group outperformed the other group on tests of the unique material a group experienced.
KW - Hierarchical linear modeling
KW - Partitioned treatment design
KW - Project WET
UR - http://www.scopus.com/inward/record.url?scp=36749088811&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=36749088811&partnerID=8YFLogxK
U2 - 10.3200/JOEE.38.4.43-50
DO - 10.3200/JOEE.38.4.43-50
M3 - Article
AN - SCOPUS:36749088811
SN - 0095-8964
VL - 38
SP - 43
EP - 50
JO - Journal of Environmental Education
JF - Journal of Environmental Education
IS - 4
ER -