Intraclass Correlations for Evaluating the Effects of Teacher Empowerment Programs on Student Educational Outcomes

Autor/inn/en	Shen, Zuchao; Curran, F. Chris; You, You; Splett, Joni Williams; Zhang, Huibin
Titel	Intraclass Correlations for Evaluating the Effects of Teacher Empowerment Programs on Student Educational Outcomes
Quelle	In: Educational Evaluation and Policy Analysis, 45 (2023) 1, S.134-156 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shen, Zuchao) ORCID (Curran, F. Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737221111400
Schlagwörter	Children; Longitudinal Studies; Surveys; Teacher Empowerment; Teacher Effectiveness; Research Design; Correlation; Outcomes of Education; Achievement Gap; Achievement Gains; Program Effectiveness; Program Evaluation; Experiments; Data Collection; Observation; Hypothesis Testing; Research Methodology; Elementary School Teachers; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Forschungsdesign; Korrelation; Lernleistung; Schulerfolg; Achievement gain; Leistungssteigerung; Programme evaluation; Programmevaluation; Erprobung; Data capture; Datensammlung; Beobachtung; Hypothesenprüfung; Hypothesentest; Research method; Forschungsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Programs that improve teaching effectiveness represent a core strategy to improve student educational outcomes and close student achievement gaps. This article compiles empirical values of intraclass correlations for designing effective and efficient experimental studies evaluating the effects of these programs. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) data are used to estimate empirical design parameter values in the setting of students nested within teachers nested within schools. The results show that intraclass correlations at the school level are relatively stable, and those at the teacher level increase along with grade level. We illustrate the utility of the results by demonstrating how to leverage this information to design more efficient and effective experimental studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01