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(1977) Education as Experimentation: A Planned Variation Model (Vol. IV). Cambridge, MA: Abt Associates.
2.
Abt Associates
(1976) Education as Experimentation: A Planned Variation Model (Vol. III). Cambridge, MA: Abt Associates.
3.
BECKER, W. C.
(1977a) "Critique of Abt IV-Follow Through Final Report."Eugene: University of Oregon Follow Through Project. (mimeo)
4.
BECKER, W. C.
(1977b) "Teaching reading and language to the disadvantaged-what we have learned from field research."Harvard Educ. Rev.47: 518-543.
5.
BECKER, W. C.
and S. ENGLEMANN (1978) "Analysis of achievement data on six cohorts of low income children from 20 school districts in the University of Oregon District Instruction Follow Through Model." Follow Through Project, Technical Report #78-1. Eugene: University of Oregon. (unpublished)
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BECKER, W. C.
and S. ENGLEMANN (1976a) "Analysis of achievement data on six cohorts of low income children from 20 school districts in the University of Oregon District Instruction Follow Through Model." Follow Through Project, Technical Report #76-1. Eugene: University of Oregon. (unpublished)
7.
BECKER, W. C.
and S. ENGLEMANN (1976b) Teaching 3-Evaluation of Instruction. Chicago: Science Research Associates.
8.
BECKER, W. C.S. ENGLEMANN
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9.
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10.
BERMAN, P.
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11.
CAMPBELL, D. T.
and A. ERLEBACHER (1970) "How regression artifacts in quasi-experimental evaluations in compensatory education tend to underestimate effects," pp. 185-225 in J. Jellmuth (ed.) Disadvantaged Child. Compensatory Education: A National Debate (Vol. 3). New York: Brunner/Mazel.
12.
COOPERSMITH, S.
(1967) The Antecedents of Self-Esteem. San Francisco: W. H. Freeman.
13.
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14.
DIXON, R.
and W. C. BECKER (1977) "A proposal for the analysis of a basic vocabulary to facilitate instruction in the language arts."Eugene: University of Oregon Follow Through Project. (unpublished)
15.
EGBERT, R.
(1973) "Planned variation in Follow Through." Paper presented to the Brookings Institution Panel on Social Experimentation, Washington, DC.
16.
EMRICK, J. A.
(1977) Evaluation of the National Diffusion Network. Menlo Park, CA: Stanford Research Institute.
17.
ENGELMANN, S.
(1968) "The effectiveness of direct instruction on IQ performance and achievement in reading and arithmetic," pp. 339-361 in J. Hellmuth (ed.) Disadvantaged Child (Vol. 3). New York: Brunner/Mazel.
18.
ENGELMANN, S.
and W. C. BECKER (forthcoming) Forward from Basics-The Case for Direct Instruction.
19.
ENGELMANN, S.
and D. CARNINE (forthcoming) Instructional Design.
20.
GORDON, I.
(1969) Early Child Stimulation Through Parent Education: A Final Report to the Children's Bureau. Gainsville: Univ. of Florida Press.
21.
HOUSE, E. R.
, G. V. GLASS, L. D. McLEAN, and D. E. WALKER (1977) No Simple Answer: Critique of the "Follow Through" Evaluations. Urbana: University of Illinois. (mimeo)
22.
McLAUGHLIN, M. W.
(1975) Evaluation and Reform. Cambridge, MA: Ballinger.
23.
Metropolitan Achievement Tests (1970) New York: Harcourt, Brace, Jovanovich.
24.
Oregon Follow Through Project
(1977) Direct Instruction Model Implementation Manual. 1. Guidebook for Teachers. 2. Guidebook for Supervisors. 3. Guidebook for Administrators. 4. Guidebook for Directors, Parent Workers, and PACS. Eugene: University of Oregon Follow Through Project.
25.
RAVEN, J. C.
(1956) Colored Progressive Matrices. Sets A., A, B. Dumfries, England: The Crichton Royal.
26.
U.S. Office of Education
(1976) Annual Evaluation Report on Programs Administered by the U.S. Office of Education, FY 1975. Washington, DC: Capital Publications, Educational Resources Division.
