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

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2023-03-01 DOI:10.3102/01623737221111400

Zuchao Shen, F. Curran, You You, J. Splett, Huibin Zhang

引用次数: 0

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.

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评估教师赋权计划对学生教育成果之影响之课堂内相关性

提高教学效率的项目是提高学生教育成果和缩小学生成绩差距的核心战略。本文汇编了类内相关性的经验值，用于设计有效和高效的实验研究，评估这些程序的效果。1998–1999年幼儿园班幼儿纵向研究（ECLS-K）数据用于估计学生嵌套在学校教师嵌套环境中的经验设计参数值。结果表明，学校层面的组内相关性相对稳定，教师层面的组间相关性随着年级水平的提高而增加。我们通过演示如何利用这些信息来设计更高效、更有效的实验研究来说明结果的实用性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.