Literaturnachweis - Detailanzeige
Autor/inn/en | Spybrook, Jessaca; Westine, Carl D.; Taylor, Joseph A. |
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Titel | Design Parameters for Impact Research in Science Education: A Multistate Analysis |
Quelle | In: AERA Open, 2 (2016) 1, (15 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2332-8584 |
Schlagwörter | Educational Research; Outcomes of Education; Science Achievement; Reading Achievement; Mathematics Achievement; Design; Instructional Effectiveness; Randomized Controlled Trials; Hierarchical Linear Modeling; Reading Instruction; Mathematics Instruction; Science Instruction; Standardized Tests; Achievement Tests; Texas; Wisconsin; Michigan; Wisconsin Knowledge and Concepts Examinations Bildungsforschung; Pädagogische Forschung; Lernleistung; Schulerfolg; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Leseunterricht; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen |
Abstract | The Common Guidelines for Education Research and Development were created as a joint effort between the Institute of Education Science and the National Science Foundation in an effort to streamline education research and contribute to an accumulation of knowledge that will lead to improved student outcomes. One type of research that emerged in the guidelines is impact research. In order to achieve the level of rigor expected for an impact study, it is common that a research team will employ a cluster randomized trial (CRT). This article provides empirical estimates of design parameters necessary for planning adequately powered CRTs focused on science achievement. Examples of how to use these parameters to improve the design of science impact studies are discussed. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |