Literaturnachweis - Detailanzeige
| Autor/inn/en | Lycurgus, Timothy; Hansen, Ben B.; White, Mark |
|---|---|
| Titel | Conjuring Power from a Theory of Change: The PWRD Method for Trials with Anticipated Variation in Effects |
| Quelle | (2022), (28 Seiten)
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Statistical Analysis; Randomized Controlled Trials; Quasiexperimental Design; Intervention; Testing; Weighted Scores; Reading Programs; Reading Instruction; Elementary School Students; At Risk Students; Research Problems; Reading Tests; Effect Size; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
| Abstract | We present an aggregation scheme that increases power in randomized controlled trials and quasi-experiments when the intervention possesses a robust and well-articulated theory of change. Intervention studies using longitudinal data often include multiple observations on individuals, some of which may be more likely to manifest a treatment effect than others. An intervention's theory of change provides guidance as to which of those observations are best situated to exhibit that treatment effect. Our power-maximizing weighting for repeated-measurements with delayed-effects scheme, PWRD aggregation, converts the theory of change into a test statistic with improved asymptotic relative efficiency, delivering tests with greater statistical power. We illustrate this method on an IES-funded cluster randomized trial testing the efficacy of a reading intervention designed to assist early elementary students at risk of falling behind their peers. The salient theory of change holds program benefits to be delayed and non-uniform, experienced after a student's performance stalls. In this instance, the PWRD technique's effect on power is found to be comparable to that of doubling the number of clusters in the experiment. [This is the online version of an article published in "Journal of Research on Educational Effectiveness."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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