What time-series designs may have to offer educational researchers |
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| Authors: | Thomas R Kratochwill Joel R Levin |
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| Institution: | The University of Arizona U.S.A.;The University of Wisconsin U.S.A. |
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| Abstract: | The promise of time-series designs for educational research and evaluation is reviewed. Ten time-series designs are presented and discussed in the context of threats to internal and external validity. The advantages and disadvantages of various visual and statistical data-analysis techniques are presented. It is argued that time-series research paradigms are useful when researchers (a) wish to involve a single subject in experimental research (individuals as units of analysis) or conduct program-evaluation studies (aggregates as units of analysis), (b) are interested in nearly continuous measurement, (c) cannot meet conventional design and statistical assumptions, or (d) wish to specify individual differences through N = 1 research strategies. It is also suggested that more research endeavors be devoted to combining unique characteristics of time-series research with conventional multi-unit paradigms. |
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| Keywords: | Requests for reprints should be sent to Thomas R Kratochwill Department of Educational Psychology The University of Arizona Tucson AZ 85721 |
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