{"title":"使用分位数混合模型检验教育干预效果的异质性:对基于流利度的数学干预的集群随机对照试验的再分析","authors":"Paul A. Thompson, Kaydee L. Owen, R. Hastings","doi":"10.1080/1743727x.2023.2215699","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":426145,"journal":{"name":"International Journal of Research & Method in Education","volume":"205 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Examining heterogeneity of education intervention effects using quantile mixed models: a re-analysis of a cluster-randomized controlled trial of a fluency-based mathematics intervention\",\"authors\":\"Paul A. Thompson, Kaydee L. Owen, R. Hastings\",\"doi\":\"10.1080/1743727x.2023.2215699\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":426145,\"journal\":{\"name\":\"International Journal of Research & Method in Education\",\"volume\":\"205 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-05-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Research & Method in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/1743727x.2023.2215699\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Research & Method in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1743727x.2023.2215699","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Examining heterogeneity of education intervention effects using quantile mixed models: a re-analysis of a cluster-randomized controlled trial of a fluency-based mathematics intervention