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Journal of Research on Educational Effectiveness最新文献

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Can Nudging Mentors Weaken Student Support? Experimental Evidence from a Virtual Communication Intervention 推动导师会削弱学生的支持吗?虚拟交流干预的实验证据
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-07-19 DOI: 10.1080/19345747.2023.2186291
Stacey L. Brockman
{"title":"Can Nudging Mentors Weaken Student Support? Experimental Evidence from a Virtual Communication Intervention","authors":"Stacey L. Brockman","doi":"10.1080/19345747.2023.2186291","DOIUrl":"https://doi.org/10.1080/19345747.2023.2186291","url":null,"abstract":"This paper presents results from a randomized trial of a nudge intervention designed to encourage and enhance virtual student support. During the 2019-20 school year, randomly selected mentors in a school-based mentoring program received monthly reminders with tips for communicating with youth via text, email, and phone. Unexpectedly, the results showed that although the informational reminders did not impact the frequency of mentors’ outreach, they reduced the rate at which students reached out and responded to their mentors. Moreover, and possibly as a consequence, mentors who received the intervention felt less connected to students and less satisfied with their mentoring relationships, and treated students gained less from the mentoring program as a whole in terms of their personal and attitudinal growth. This study’s findings add an important nuance to the evidence on how behavioral interventions in educational contexts operate. Although past studies find that reminder nudges can support individuals’ engagement in discrete tasks, this evidence suggests that prescribing relational practices may be less effective. Thus, mentor supports must be carefully designed in order to yield the intended benefits for students.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43166755","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
A Chain as Strong as Its Strongest Link? Understanding the Causes and Consequences of Biases Arising from Selective Analysis and Reporting of Research Results 链条有最坚固的一环那么坚固?了解因选择性分析和报告研究结果而产生的偏差的原因和后果
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-07-18 DOI: 10.1080/19345747.2023.2219673
A. Gelman
{"title":"A Chain as Strong as Its Strongest Link? Understanding the Causes and Consequences of Biases Arising from Selective Analysis and Reporting of Research Results","authors":"A. Gelman","doi":"10.1080/19345747.2023.2219673","DOIUrl":"https://doi.org/10.1080/19345747.2023.2219673","url":null,"abstract":"This is a big problem in applied statistics in general and education policy in particular. For example, the respected economist James Heckman and his colleagues have claimed (Garcia et al., 2016) that, for a certain early childhood intervention, “The overall rate of return is 13.7% per annum, and the benefit/cost ratio is 7.3.” That quoted sentence has two serious problems related to uncertainty and selection bias. To start with, it is an elementary but important error to have written that “the overall rate of return is . . . the benefit/cost ratio is . . .”; each instance of the word “is” in that sentence should immediately have been followed by “estimated at.” The next step is to recognize that selection on statistical significance induces biases in these estimates— and, given the small samples, high variabilities, and researcher degrees of freedom in the studies where the estimates came from, the biases could be huge (Gelman, 2017a). The report with its bold claims neither acknowledged this bias nor made any attempt to assess its magnitude.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48697239","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
A Strong Case for Rethinking Causal Inference 重新思考因果推理的有力论据
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-06-14 DOI: 10.1080/19345747.2023.2203683
J. Deke
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引用次数: 0
Long-Term Impacts of Reading Recovery through 3rd and 4th Grade: A Regression Discontinuity Study 三、四年级学生阅读恢复的长期影响:一项非连续性回归研究
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-05-23 DOI: 10.1080/19345747.2023.2209092
Henry May, A. Blakeney, Pragya Shrestha, Mia Mazal, Nicole Kennedy
{"title":"Long-Term Impacts of Reading Recovery through 3rd and 4th Grade: A Regression Discontinuity Study","authors":"Henry May, A. Blakeney, Pragya Shrestha, Mia Mazal, Nicole Kennedy","doi":"10.1080/19345747.2023.2209092","DOIUrl":"https://doi.org/10.1080/19345747.2023.2209092","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41711873","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
A Knowledge Mobilization Framework: Toward Evidence-Based Statistical Communication Practices in Education Research 知识动员框架:面向教育研究中的循证统计交流实践
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-05-22 DOI: 10.1080/19345747.2023.2209082
Kaitlyn G. Fitzgerald, Elizabeth Tipton
{"title":"A Knowledge Mobilization Framework: Toward Evidence-Based Statistical Communication Practices in Education Research","authors":"Kaitlyn G. Fitzgerald, Elizabeth Tipton","doi":"10.1080/19345747.2023.2209082","DOIUrl":"https://doi.org/10.1080/19345747.2023.2209082","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"56 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60072081","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
Choosing the Right Tool for the Job: Screening Tools for Systematic Reviews in Education 为工作选择合适的工具:教育系统审查的筛选工具
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-05-11 DOI: 10.1080/19345747.2023.2209079
Qiyang Zhang, Amanda J. Neitzel
{"title":"Choosing the Right Tool for the Job: Screening Tools for Systematic Reviews in Education","authors":"Qiyang Zhang, Amanda J. Neitzel","doi":"10.1080/19345747.2023.2209079","DOIUrl":"https://doi.org/10.1080/19345747.2023.2209079","url":null,"abstract":"In recent years, the rapid development of artificial intelligence has enabled the launch of many new screening tools. This review aims to facilitate screening tool selection through a systematic narrative review and feature analysis. The current adoption rate of transparent tool reporting is low: by screening 191 studies published in the Review of Educational Research since 2015, we found that only eight studies reported screening tools. More research is needed to understand the reasons behind this phenomenon. After consulting various sources, 26 available screening tools in the market were found. Among them, we identified and evaluated 12 screening tools for educational reviewers and ranked them in descending order of feature score: Covidence (1), DistillerSR (2, tied), EPPI-Reviewer (2, tied), CADIMA (4), Swift-Active (5), Rayyan (6, tied), SysRev (6, tied), Abstrackr (8, tied), ReLiS (8, tied), RevMan (8, tied), ASReview (11), and Excel (12). In the discussion, we provide insights into the promise and bias in tools' machine learning algorithms. Our results encourage researchers to report their tool usage in publications and select tools based on suitability instead of convenience. © 2023 Taylor & Francis Group, LLC.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43259096","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
Directional Links Between Students’ Perceptions of School Climate and Academic Performance in Urban Schools 城市学校学生对学校氛围的感知与学业成绩的定向联系
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-05-08 DOI: 10.1080/19345747.2023.2189895
Adam M. Voight, Regina J. Giraldo‐García, L. Fogarty, Steven M. Sanders, Alexandrea R. Golden, M. Linick, Elisabeth Davis
{"title":"Directional Links Between Students’ Perceptions of School Climate and Academic Performance in Urban Schools","authors":"Adam M. Voight, Regina J. Giraldo‐García, L. Fogarty, Steven M. Sanders, Alexandrea R. Golden, M. Linick, Elisabeth Davis","doi":"10.1080/19345747.2023.2189895","DOIUrl":"https://doi.org/10.1080/19345747.2023.2189895","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43284195","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
Item Response Theory Models for Difference-in-Difference Estimates (and Whether They Are Worth the Trouble) 差分估计差异的项目反应理论模型（以及它们是否值得麻烦）
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-04-24 DOI: 10.1080/19345747.2023.2195413
J. Soland
{"title":"Item Response Theory Models for Difference-in-Difference Estimates (and Whether They Are Worth the Trouble)","authors":"J. Soland","doi":"10.1080/19345747.2023.2195413","DOIUrl":"https://doi.org/10.1080/19345747.2023.2195413","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42557315","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
A Multisite Randomized Study of an Online Learning Approach to High School Credit Recovery: Effects on Student Experiences and Proximal Outcomes 在线学习方法对高中学分恢复的多站点随机研究:对学生体验和最近结果的影响
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-04-13 DOI: 10.1080/19345747.2023.2198524
J. Rickles, M. Clements, Iliana Brodziak de los Reyes, Mark Lachowicz, Shuqiong Lin, Jessica B. Heppen
{"title":"A Multisite Randomized Study of an Online Learning Approach to High School Credit Recovery: Effects on Student Experiences and Proximal Outcomes","authors":"J. Rickles, M. Clements, Iliana Brodziak de los Reyes, Mark Lachowicz, Shuqiong Lin, Jessica B. Heppen","doi":"10.1080/19345747.2023.2198524","DOIUrl":"https://doi.org/10.1080/19345747.2023.2198524","url":null,"abstract":"Online credit recovery will likely expand in the coming years as school districts try to address increased course failure rates brought on by the coronavirus pandemic. Some researchers and policymakers, however, raise concerns over how much students learn in online courses, and there is limited evidence about the effectiveness of online credit recovery. This article presents findings from a multisite randomized study, conducted prior to the pandemic, to expand the field's understanding of online credit recovery's effectiveness. Within 24 high schools from a large urban district, the study randomly assigned 1,683 students who failed Algebra 1 or ninth grade English to a summer credit recovery class that either used an online curriculum with in-class teacher support or the school's business-as-usual teacher-directed class. The results suggest that online credit recovery had relatively insignificant effects on student course experiences and content knowledge, but significantly lower credit recovery rates for English. There was limited heterogeneity in effects across students and schools. Non-response on the study-administered student survey and test limit our confidence in the student experience and content knowledge results, but the findings are robust to different approaches to handling the missing data (multiple imputation or listwise deletion). We discuss how the findings add to the evidence base about online credit recovery and the implications for future research. © 2023 American Institutes for Research. Published with license by Taylor & Francis Group, LLC.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45133775","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
Supporting Teachers in Argument Writing Instruction at Scale: A Replication Study of the College, Career, and Community Writers Program (C3WP) 大规模支持教师进行辩论写作教学：大学、职业和社区作家计划（C3WP）的复制研究
IF 1.8 4区 教育学
Journal of Research on Educational Effectiveness Pub Date : 2023-04-11 DOI: 10.1080/19345747.2023.2179953
Nicole Arshan, C. Park, Rebecca Goetz
{"title":"Supporting Teachers in Argument Writing Instruction at Scale: A Replication Study of the College, Career, and Community Writers Program (C3WP)","authors":"Nicole Arshan, C. Park, Rebecca Goetz","doi":"10.1080/19345747.2023.2179953","DOIUrl":"https://doi.org/10.1080/19345747.2023.2179953","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49464046","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
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