Improving the Design of Science Intervention Studies: An Empirical Investigation of Design Parameters for Planning Group Randomized Trials

Autor/inn/en	Westine, Carl; Spybrook, Jessaca
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Improving the Design of Science Intervention Studies: An Empirical Investigation of Design Parameters for Planning Group Randomized Trials
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Randomized Controlled Trials; Research Design; Correlation; Program Effectiveness; Hierarchical Linear Modeling; Student Characteristics; Statistical Analysis; Pretests Posttests; Elementary Schools; Middle Schools; High Schools; Student Records; Scores; Achievement Tests; Texas + Suchen Sie Ihr Suchwort? Forschungsdesign; Korrelation; Statistische Analyse; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Schülerakte; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The capacity of the field to conduct power analyses for group randomized trials (GRTs) of educational interventions has improved over the past decade (Authors, 2009). However, a power analysis depends on estimates of design parameters. Hence it is critical to build the empirical base of design parameters for GRTs across a variety of outcomes and contexts. This study provides a first step towards building this base of design parameters specifically for science outcomes. Unlike reading and math, science is not typically tested each year. Preliminary findings from this study suggest that although not direct comparisons, unconditional intraclass correlations (ICCs) for science outcomes are smaller than grade 3 math and reading as reported by Bloom, Richburg-Hayes, and Black (2005; 2007) for five urban districts. Similarly, Hedges and Hedberg (2007) found larger ICCs for both reading and math using a nationally representative sample of students nested in schools. R-square values for school level covariates have not been computed yet, but a one year lagged student pretest appears to be highly effective in reducing variance between and within schools, more so than in reading (R-squares less than 0.86) and math (less than 0.63) as reported by Bloom et al. (2005; 2007). The empirical estimates from this study will help improve the accuracy of the power analyses for GRTs of science interventions. Tables are appended. (As Provided).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01