Journal of Research on Educational Effectiveness最新文献_第10页

College or Bust… or Both: The Effects of the Great Recession on College Enrollment for Black and Latinx Young Adults 上大学还是破产，或者两者兼而有之:大衰退对黑人和拉丁裔年轻人大学入学率的影响

IF 1.8 4区教育学

Journal of Research on Educational Effectiveness Pub Date : 2022-04-26 DOI: 10.1080/19345747.2022.2054885

Tolani A. Britton

{"title":"College or Bust… or Both: The Effects of the Great Recession on College Enrollment for Black and Latinx Young Adults","authors":"Tolani A. Britton","doi":"10.1080/19345747.2022.2054885","DOIUrl":"https://doi.org/10.1080/19345747.2022.2054885","url":null,"abstract":"Abstract This article looks at whether the Great Recession led to changes in two-year and four-year college enrollment patterns for students aged 18–24. In particular, I examine how the probability of enrollment changed for Black and Latinx students. It is not initially clear whether the Great Recession would increase or decrease college enrollment for these populations. On the one hand, higher unemployment rates could prompt people to enroll in college, but on the other, reduced credit availability could decrease an individual’s ability to cover costs. I use the severity of the recession in different states to compare how enrollment changed in states that had relatively larger increases in the unemployment rates during the recession using the Current Population Survey (CPS) October Education supplements from 2002 to 2012 as the data source. I find that the probability of college enrollment increased after the onset of the Great Recession for Black students. There is some weak evidence that enrollment might have increased for Latinx students. Enrollment was not more likely in states with higher than average unemployment rates.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"16 1","pages":"36 - 62"},"PeriodicalIF":1.8,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47787912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Estimating the Importance of Families in Modeling Educational Achievement Using Linked Swedish Administrative Data 利用关联的瑞典行政数据评估家庭在教育成就建模中的重要性

IF 1.8 4区教育学

Journal of Research on Educational Effectiveness Pub Date : 2022-04-26 DOI: 10.1080/19345747.2022.2054480

R. French, A. Sariaslan, H. Larsson, D. Kneale, G. Leckie

{"title":"Estimating the Importance of Families in Modeling Educational Achievement Using Linked Swedish Administrative Data","authors":"R. French, A. Sariaslan, H. Larsson, D. Kneale, G. Leckie","doi":"10.1080/19345747.2022.2054480","DOIUrl":"https://doi.org/10.1080/19345747.2022.2054480","url":null,"abstract":"Abstract While the family is a critical determinant of educational achievement, methodological difficulties and the availability of data limit estimation of the family contribution in school effectiveness models. This study uses multilevel modeling to estimate the proportion of variation in student educational achievement between families, family-level intraclass correlation coefficients, and specific family structure effects (family size, birth order, birth spacing, sibling sex ratio). We use cross-classified random effects to account for school and neighborhood variation. We analyze Swedish administrative education records linked with birth records for four academic cohorts of students, with siblings identified from a wider pool of 21 cohorts. We show that almost half of the variation in student achievement described as “between students” in traditional school effectiveness studies would be better described as variation “between families,” suggesting effectiveness research might give greater consideration to family-based interventions in tandem with existing student- and school-based approaches to raising low achievement.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"16 1","pages":"106 - 133"},"PeriodicalIF":1.8,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48717626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Internal Validity of the School-Level Comparative Interrupted Time Series Design: Evidence From Four New Within-Study Comparisons 学校层次比较中断时间序列设计的内部有效性——来自四个新的研究内比较的证据

IF 1.8 4区教育学

Journal of Research on Educational Effectiveness Pub Date : 2022-04-15 DOI: 10.1080/19345747.2022.2051652

Sam Sims, Jake Anders, Laura Zieger

引用次数: 6

How to Measure Quality of Delivery: Focus on Teaching Practices That Help Students to Develop Proximal Outcomes 如何衡量教学质量:关注教学实践，帮助学生发展近期成果

IF 1.8 4区教育学

Journal of Research on Educational Effectiveness Pub Date : 2022-04-15 DOI: 10.1080/19345747.2022.2054481

Diego Catalán Molina, Tenelle Porter, Catherine Oberle, Misha D. Haghighat, Afiya C. Fredericks, Kristen Budd, Sylvia Roberts, L. Blackwell, Kali Trzesniewski

{"title":"How to Measure Quality of Delivery: Focus on Teaching Practices That Help Students to Develop Proximal Outcomes","authors":"Diego Catalán Molina, Tenelle Porter, Catherine Oberle, Misha D. Haghighat, Afiya C. Fredericks, Kristen Budd, Sylvia Roberts, L. Blackwell, Kali Trzesniewski","doi":"10.1080/19345747.2022.2054481","DOIUrl":"https://doi.org/10.1080/19345747.2022.2054481","url":null,"abstract":"Abstract Recent studies have suggested that quality of delivery matters to achieve better student outcomes in the context of school interventions. However, studies rarely measure quality of delivery and test its association with students’ outcomes, perhaps due to lack of clarity regarding how to measure it. Here, we offer recommendations on how to select or design measures of quality of delivery. These recommendations focus on identifying teaching practices that help students to develop proximal outcomes during the delivery of an intervention. Additionally, we illustrate an application of these recommendations to the study of quality of delivery in a cluster-randomized efficacy study of Brainology, a program that promotes students’ motivation and learning. We found that, although teachers fluctuated in their quality of delivery across lessons, students who received the intervention with higher quality of delivery on average increased more in targeted proximal outcomes (effort beliefs and learning goals) than students exposed to low quality. We discuss these results in terms of their implications for measuring quality of delivery, supporting teachers, and studying the conditions that make school interventions successful.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"898 - 923"},"PeriodicalIF":1.8,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47574631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Cost-Effectiveness of an Accelerated Learning Program on the Literacy, Numeracy and Social-Emotional Learning Outcomes of Out-of-School Children in Northeast Nigeria: Evidence from a Mixed Methods Randomized Controlled Trial 尼日利亚东北部失学儿童识字、算术和社会情感学习结果加速学习计划的成本效益：来自混合方法随机对照试验的证据

IF 1.8 4区教育学

Journal of Research on Educational Effectiveness Pub Date : 2022-04-15 DOI: 10.1080/19345747.2022.2037799

Silvia Diazgranados Ferráns, Jeongmin Lee, Chinedu Ohanyido, Kayla Hoyer, Adane Miheretu

{"title":"The Cost-Effectiveness of an Accelerated Learning Program on the Literacy, Numeracy and Social-Emotional Learning Outcomes of Out-of-School Children in Northeast Nigeria: Evidence from a Mixed Methods Randomized Controlled Trial","authors":"Silvia Diazgranados Ferráns, Jeongmin Lee, Chinedu Ohanyido, Kayla Hoyer, Adane Miheretu","doi":"10.1080/19345747.2022.2037799","DOIUrl":"https://doi.org/10.1080/19345747.2022.2037799","url":null,"abstract":"Abstract Nigeria is home to more out-of-school (OOS) children than any other country on Earth. More than 10.2 million children match that description throughout Nigeria, a conflict-affected country that grapples with long-standing challenges of entrenched poverty and weak governance. We used a randomized control trial (RCT) with 1,723 out of school children, ages 9–14 (850 treatment and 873 control), to determine the impact of an accelerated learning program (ALP) on the literacy, numeracy and social-emotional learning (SEL) outcomes of OOS children in Northeast Nigeria and gathered qualitative and costing data to determine stakeholder’s experiences with the program and the cost of implementation. Results show that at an average cost of £66 (2018 GBP) per child for 7 months of service, the program had positive, small to medium, and statistically significant effects on children’s literacy and numeracy skills, but no effects on SEL outcomes. We include subgroup analysis to identify baseline equity gaps and the differential impact of the intervention by gender, displacement status and mother tongue language. We discuss limitations and policy and practices implications of these findings.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"655 - 686"},"PeriodicalIF":1.8,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47186658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Evaluation of a Social Skills Program for Early Elementary Students: We Have Skills 小学早期学生社交技能项目评估：我们有技能

IF 1.8 4区教育学

Journal of Research on Educational Effectiveness Pub Date : 2022-03-14 DOI: 10.1080/19345747.2022.2037798

K. Smolkowski, H. Walker, Brion Marquez, Derek B. Kosty, C. Vincent, Carey Black, Gulcan Cil, L. Strycker

{"title":"Evaluation of a Social Skills Program for Early Elementary Students: We Have Skills","authors":"K. Smolkowski, H. Walker, Brion Marquez, Derek B. Kosty, C. Vincent, Carey Black, Gulcan Cil, L. Strycker","doi":"10.1080/19345747.2022.2037798","DOIUrl":"https://doi.org/10.1080/19345747.2022.2037798","url":null,"abstract":"Abstract This paper reports the results of a randomized controlled trial evaluating We Have Skills, a brief curriculum designed to teach early elementary students academic and social skills as well as improve teacher efficacy in classroom management. Intervention efficacy was tested with 127 teachers, randomly assigned to condition, and 2,817 of their students. On key outcomes of student academically related behavioral skills and classroom adjustment, intervention teachers reported greater gains for their students than comparison teachers (Hedges’s g ≥ 0.19). Baseline scores moderated effects, demonstrating greater differences between conditions for initially struggling students. Intervention teachers also reported greater improvements on their sense of self-efficacy for classroom management and concerns about student behavior (|g| ≥ 0.30) relative to comparison teachers. Effect sizes were similar to or greater than those reported for similar programs, and an economic analysis suggested that We Have Skills was less costly than many. The findings support cost-effective solutions that teach social–behavioral skills in early elementary grades—and suggest that such programs may be especially beneficial for students who struggle with academically related behaviors.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"717 - 747"},"PeriodicalIF":1.8,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Meta-Analytic Rain Cloud Plot: A New Approach to Visualizing Clearinghouse Data 元分析雨云图：一种可视化交换所数据的新方法

IF 1.8 4区教育学

Journal of Research on Educational Effectiveness Pub Date : 2022-03-14 DOI: 10.1080/19345747.2022.2031366

Kaitlyn G. Fitzgerald, Elizabeth Tipton

{"title":"The Meta-Analytic Rain Cloud Plot: A New Approach to Visualizing Clearinghouse Data","authors":"Kaitlyn G. Fitzgerald, Elizabeth Tipton","doi":"10.1080/19345747.2022.2031366","DOIUrl":"https://doi.org/10.1080/19345747.2022.2031366","url":null,"abstract":"Abstract As the body of scientific evidence about effective policies and practices grows, so does the need to effectively communicate that evidence to policy-makers and practitioners. Clearinghouses have emerged to facilitate the evidence-based decision-making process for education practitioners. While the results and methods for developing and analyzing the data in clearinghouses are based upon rigorous and scientific study, there has been little rigor or empirical effort to determine effective ways of presenting that evidence to practitioners. In this paper, we present a new visualization for clearinghouse data, called a Meta-Analytic Rain Cloud (MARC) Plot, designed based on evidence from the data visualization and statistical cognition literatures. We evaluate the efficacy of this visualization in a statistical cognition experiment and find that compared to three other visualizations used in practice, the MARC Plot is more effective in helping participants correctly interpret evidence (0.76, 0.43, and 0.43 standard deviation improvements respectively; each p < 0.05, corrected for multiple comparisons). To our knowledge, this is one of the first studies providing evidence regarding how to best present the type of information found in clearinghouses.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"848 - 875"},"PeriodicalIF":1.8,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46424195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Performance Evaluations as a Measure of Teacher Effectiveness When Implementation Differs: Accounting for Variation across Classrooms, Schools, and Districts 绩效评估作为教师绩效执行不同时的衡量标准:考虑不同教室、学校和地区的差异

IF 1.8 4区教育学

Journal of Research on Educational Effectiveness Pub Date : 2022-03-03 DOI: 10.1080/19345747.2021.2018747

James Cowan, Dan Goldhaber, Roddy Theobald

{"title":"Performance Evaluations as a Measure of Teacher Effectiveness When Implementation Differs: Accounting for Variation across Classrooms, Schools, and Districts","authors":"James Cowan, Dan Goldhaber, Roddy Theobald","doi":"10.1080/19345747.2021.2018747","DOIUrl":"https://doi.org/10.1080/19345747.2021.2018747","url":null,"abstract":"Abstract We use statewide data from Massachusetts to investigate teacher performance evaluations as a measure of teaching effectiveness. Schools tend to classify most of their teachers as proficient, but we document substantial variation across schools in the extent to which ratings differentiate teachers. Using event study and teacher fixed effects designs, we verify that these patterns are driven by differences in the application of standards rather than differences in the distribution of teacher quality. When we evaluate teachers’ movement from schools with greater to lower differentiation in their evaluations using an event study design, we find that the probability of receiving the highest performance rating drops by about 5 percentage points and, at least in the first year, the probability of receiving one of the lowest two ratings drops by 5 percentage points. As a result, even after regression adjustment, teacher evaluation ratings generally provide unreliable predictions of future teacher evaluations after teachers switch schools. These findings suggest that policymakers and researchers should use caution in using performance evaluation ratings to make comparisons between teachers in different contexts.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"510 - 531"},"PeriodicalIF":1.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45610200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The Effect of Embedding Formative Assessment on Pupil Attainment 嵌入式形成性评价对小学生学习成绩的影响

IF 1.8 4区教育学

Journal of Research on Educational Effectiveness Pub Date : 2022-03-03 DOI: 10.1080/19345747.2021.2018746

Jake Anders, Francesca Foliano, M. Bursnall, R. Dorsett, N. Hudson, J. Runge, S. Speckesser

{"title":"The Effect of Embedding Formative Assessment on Pupil Attainment","authors":"Jake Anders, Francesca Foliano, M. Bursnall, R. Dorsett, N. Hudson, J. Runge, S. Speckesser","doi":"10.1080/19345747.2021.2018746","DOIUrl":"https://doi.org/10.1080/19345747.2021.2018746","url":null,"abstract":"Abstract Evidence suggests that adapting teaching responsively to pupil assessment can be effective in improving students’ learning. However, existing studies tend to be small-scale, leaving unanswered the question of how such formative assessment can operate when embedded as standard practice. In this study, we present the results of a randomized trial conducted in 140 English secondary schools. The intervention uses light-touch training and support, with most of the work done by teacher-led teaching and learning communities within schools. It is, therefore, well-suited to widespread adoption. In our pre-registered primary analysis, we estimate an effect size of 0.09 on general academic attainment in national, externally assessed examinations. Sensitivity analysis, excluding schools participating in a similar program at baseline, and complier analysis both suggest a larger effect size of 0.11. These results are encouraging for this approach to improving the implementation of formative assessment and, hence, academic attainment. Our findings also suggest that the intervention may help to narrow the gap between high and low prior attainment pupils, although not the gap between those from disadvantaged backgrounds and the rest of the cohort.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"748 - 779"},"PeriodicalIF":1.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44103557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Estimating and Comparing Growth Using Longitudinal Interim Achievement Data with Seasonal Trends 利用季节性趋势的纵向中期成就数据估计和比较增长

IF 1.8 4区教育学

Journal of Research on Educational Effectiveness Pub Date : 2022-02-10 DOI: 10.1080/19345747.2021.2018744

J. Soland, Y. Thum

引用次数: 1