Learning From Cluster Randomized Trials in Education: An Assessment of the Capacity of Studies to DetermineWhat Works,For Whom, andUnder What Conditions

被引：13

作者：

Spybrook, Jessaca ^{[1
]}

Zhang, Qi ^{[2
]}

Kelcey, Ben ^{[3
]}

Dong, Nianbo ^{[4
]}

机构：

[1] Western Michigan Univ, Evaluat Measurement & Res, Kalamazoo, MI 49008 USA

[2] Western Michigan Univ, Kalamazoo, MI 49008 USA

[3] Univ Cincinnati, Sch Educ, Quantitat Res Methodol, Cincinnati, OH 45221 USA

[4] Univ N Carolina, Sch Educ, Chapel Hill, NC 27515 USA

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2020年 / 42卷 / 03期

基金：

美国国家科学基金会;

关键词：

educational policy; program evaluation; evaluation; experimental design; research methodology; STATISTICAL POWER; EFFECT SIZE; PRECISION; INSTITUTE; SCHOOLS; DESIGN; BENCHMARKS;

D O I：

10.3102/0162373720929018

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：354 / 374

页数：21