Designing Large-Scale Multisite and Cluster-Randomized Studies of Professional Development

Autor/inn/en	Kelcey, Ben; Spybrook, Jessaca; Phelps, Geoffrey; Jones, Nathan; Zhang, Jiaqi
Titel	Designing Large-Scale Multisite and Cluster-Randomized Studies of Professional Development
Quelle	In: Journal of Experimental Education, 85 (2017) 3, S.389-410 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2016.1220911
Schlagwörter	Faculty Development; Research Design; Teacher Effectiveness; Correlation; Mathematics Instruction; Effect Size; Sample Size; Randomized Controlled Trials; School Districts; Elementary School Teachers; Middle School Teachers; Pretests Posttests + Suchen Sie Ihr Suchwort? Forschungsdesign; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; Mathematics lessons; Mathematikunterricht; School district; Schulbezirk; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	We develop a theoretical and empirical basis for the design of teacher professional development studies. We build on previous work by (a) developing estimates of intraclass correlation coefficients for teacher outcomes using two- and three-level data structures, (b) developing estimates of the variance explained by covariates, and (c) modifying the conventional optimal design framework to include differential covariate costs so as to capture the point at which the cost of collecting a covariate overtakes the reduction in variance it supplies. We illustrate the use of these estimates to explore the absolute and relative sensitivity of multilevel designs in teacher professional development studies. The results from these analyses are intended to guide researchers in making more-informed decisions about the tradeoffs and considerations involved in selecting study designs for assessing the impacts of professional development programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01