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Janet Spybrook Sharryn Larsen Walker 《Journal of Early Childhood Teacher Education》2013,34(4):382-391
Preservice teachers enrolled in an early literacy or developmental preschool course collaborated in order to create inclusive, literacy-embedded play centers at a local children's museum. Using a grounded theory approach, theoretical questions were generated after analyzing multiple data sources. The focus of this paper is how preservice teachers connected theory to practice in an authentic setting. The importance of connecting theory to practice, the place of play in assessment, and the viability of children's museums as alternative field placements are discussed. Implications for preservice teacher education are presented. 相似文献
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Jessaca Spybrook 《Journal of Experimental Education》2013,81(3):334-357
The Institute of Education Sciences has funded more than 100 experiments to evaluate educational interventions in an effort to generate scientific evidence of program effectiveness on which to base education policy and practice. In general, these studies are designed with the goal of having adequate statistical power to detect the average treatment effect. However, the average treatment effect may be less informative if the treatment effects vary substantially from site to site or if the intervention effects differ across context or subpopulations. This article considers the precision of studies to detect different types of treatment effect heterogeneity. Calculations are demonstrated using a set of Institute of Education Sciences funded cluster randomized trials. Strategies for planning future studies with adequate precision for estimating treatment effect heterogeneity are discussed. 相似文献
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Researchers are often interested in whether the effects of an intervention differ conditional on individual- or group-moderator variables such as children's characteristics (e.g., gender), teacher's background (e.g., years of teaching), and school's characteristics (e.g., urbanity); that is, the researchers seek to examine for whom and under what circumstances an intervention works. Furthermore, the researchers are interested in understanding and interpreting variability in treatment effects through moderation analysis as an approach to exploring the sources of the treatment effect variability. This study develops formulas for power analyses to detect the moderator effects in designing three-level cluster randomized trials (CRTs). We develop the statistical formulas for calculating statistical power, minimum detectable effect size difference, and 95% confidence intervals for cluster or cross-level moderation, nonrandomly varying or random slopes, binary or continuous moderators, and designs with or without covariates. We demonstrate how the calculations can be used in the planning phase of three-level CRTs using the software PowerUp!-Moderator. 相似文献
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Jessaca Spybrook Ran Shi Benjamin Kelcey 《International Journal of Research & Method in Education》2016,39(3):255-267
ABSTRACTThis article examines the statistical precision of cluster randomized trials (CRTs) funded by the Institute of Education Sciences (IES). Specifically, it compares the total number of clusters randomized and the minimum detectable effect size (MDES) of two sets of studies, those funded in the early years of IES (2002–2004) and those funded in the recent years (2011–2013). Overall, the average precision in terms of MDES of studies in the recent cohort was more than double that of the early cohort (i.e. 0.48 compared to 0.23). The findings suggest a consistent and substantial increase in the precision of CRTs funded by IES in the past decade which is a critical step towards designing studies that have the potential to yield high-quality evidence about the effectiveness of educational interventions. 相似文献
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Hope K. Gerde Nell K. Duke Annie M. Moses Jessaca Spybrook Meagan K. Shedd 《Early education and development》2014,25(3):421-441
Research Findings: Examining the effects of professional development of the early childhood workforce that fit within the constraints of government policy is crucial for identifying types and amounts of effective training and informing child care policy. The present study used a cluster-randomized trial to evaluate the effects of a professional development program for child care providers designed to meet the criteria for 2 state-level policies: (a) that child care providers working in licensed centers engage in 10 hr of professional development annually and (b) that all licensed child care settings provide 30 min of developmentally appropriate literacy activity daily. Results indicated that 10 hr of professional development focused on literacy was effective for significantly improving the literacy practices and knowledge of child care providers. However, it was not effective in eliciting substantial growth in child literacy outcomes, at least in the short term. The lack of child outcomes illustrates the importance of measuring professional development effects at both the provider and child levels. Practice or Policy: This study illustrates the importance of critically questioning and analyzing state policy, particularly dosage. In practice, dosage is an influential factor in how professional development is selected by programs and providers, because most policies only specify a required number of hours to be completed. The design of policy, which can influence both provider practice and child outcomes, relies upon alignment between early childhood research and policy. 相似文献
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Ben Kelcey Jessaca Spybrook Geoffrey Phelps Nathan Jones Jiaqi Zhang 《Journal of Experimental Education》2017,85(3):389-410
We develop a theoretical and empirical basis for the design of teacher professional development studies. We build on previous work by (a) developing estimates of intraclass correlation coefficients for teacher outcomes using two- and three-level data structures, (b) developing estimates of the variance explained by covariates, and (c) modifying the conventional optimal design framework to include differential covariate costs so as to capture the point at which the cost of collecting a covariate overtakes the reduction in variance it supplies. We illustrate the use of these estimates to explore the absolute and relative sensitivity of multilevel designs in teacher professional development studies. The results from these analyses are intended to guide researchers in making more-informed decisions about the tradeoffs and considerations involved in selecting study designs for assessing the impacts of professional development programs. 相似文献
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