Learning from Cluster Randomized Trials in Education: An Assessment of the Capacity of Studies to Determine "What Works," "For Whom," and "Under What Conditions"

Autor/inn/en	Spybrook, Jessaca; Zhang, Qi; Kelcey, Ben; Dong, Nianbo
Titel	Learning from Cluster Randomized Trials in Education: An Assessment of the Capacity of Studies to Determine "What Works," "For Whom," and "Under What Conditions"
Quelle	In: Educational Evaluation and Policy Analysis, 42 (2020) 3, S.354-374 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373720929018
Schlagwörter	Randomized Controlled Trials; Educational Research; Program Effectiveness; Intervention; Research Design; Effect Size; Elementary Secondary Education; Research Problems + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Forschungsdesign; Forschungskritik
Abstract	Over the past 15 years, we have seen an increase in the use of cluster randomized trials (CRTs) to test the efficacy of educational interventions. These studies are often designed with the goal of determining whether a program works, or answering the what works question. Recently, the goals of these studies expanded to include for whom and under what conditions an intervention is effective. In this study, we examine the capacity of a set of CRTs to provide rigorous evidence about for whom and under what conditions an intervention is effective. The findings suggest that studies are more likely to be designed with the capacity to detect potentially meaningful individual-level moderator effects, for example, gender, than cluster-level moderator effects, for example, school type. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01