Pub Date : 2023-11-02DOI: 10.1080/19345747.2023.2264841
Tareena Musaddiq, Alexa Prettyman, Jonathan Smith
AbstractSchool attendance is strongly associated with academic success and high school completion, but approximately one-in-seven students miss nearly one month of school each year. To address absenteeism, we partnered with four public school districts in the metro-Atlanta area and experimentally deployed email and text messages to inform parents about their child’s attendance. Parents received personalized monthly messages through the school districts’ existing messaging platforms that had zero marginal cost per message. The messages informed parents about their child’s number of absences and how that number compared to absences of their peers. For most parents, this information was delivered through email as opposed to text, and parents of students most in need of improved attendance were the hardest to reach. Intent-to-treat estimates show the intervention reduced end-of-year absences by four-tenths to two-thirds of a day (2 to 3%) and reduced the probability of chronic absenteeism by 2 to 6%, while actually receiving the messages reduced end-of-year absences by two-thirds to almost one day (3 to 4%) and reduced the probability of chronic absenteeism by 4 to 7%.Keywords: Chronic absenteeismattendance nudgesdistrict communication Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 We use “parent” as a general term to represent a student’s caregiver, whether a parent or legal guardian.2 Our study only uses the district-wide messaging platform to contact parents. Parents may be contacted by school administration and teachers through various other ways (e.g., classroom apps) independent of this district-wide system. Our study does not include those means of communication and cannot speak to their effectiveness.3 Subsample analyses in the two districts that implemented the experiment with fidelity reveal similar improvements in attendance for students in grades K-8 (but not high school), and across gender, race, and most other demographic characteristics. However, we do not find a statistically significant improvement for Hispanic students or ELL students, despite the fact that the message was translated into the parents’ preferred language in the messaging platform.4 See Table A1 for a full list of studies and details in recent years.5 See, for example, Frey and Meier (Citation2004), Shang and Croson (Citation2009), Ferraro et al. (Citation2011), and Coffman et al. (Citation2017).6 See Nguyen (Citation2008), Jensen (Citation2010), Oreopoulos and Dunn (Citation2013), Dinkelman and Martínez (2014) for evidence on how education outcomes improve after parents or students are informed about the returns to, or costs of, educational investments. Bettinger et al. (Citation2012) is an example in which information alone was insufficient for improving educational attainment.7 For a more detailed review on nudges in education, please see Damgaard and Nielsen (Citation2018).8 See Table A1 for details about the location, t
摘要学校出勤率与学业成功和高中学业结业密切相关，但大约七分之一的学生每年缺课近一个月。为了解决缺勤问题，我们与亚特兰大大都会地区的四个公立学区合作，试验性地使用电子邮件和短信通知家长他们孩子的出勤情况。家长们通过学区现有的短信平台每月收到个性化的短信，每条短信的边际成本为零。这些信息告诉父母他们孩子的缺勤次数，以及这个数字与同龄人的缺勤次数的比较。对于大多数家长来说，这些信息是通过电子邮件而不是短信传递的，而那些最需要提高出勤率的学生的家长是最难联系到的。意向治疗估计表明，干预措施将年底缺勤减少了十分之四至三分之二(2%至3%)，并将慢性缺勤的概率降低了2%至6%，而实际接收信息将年底缺勤减少了三分之二至近一天(3%至4%)，并将慢性缺勤的概率降低了4%至7%。关键词:慢性缺勤、护理轻推、地区沟通披露声明作者未报告潜在的利益冲突。注1:我们使用“家长”作为一个通用术语来代表学生的照顾者，无论是父母还是法定监护人我们的研究只使用全区范围的信息平台与家长联系。学校管理部门和教师可以通过各种其他方式(例如课堂应用程序)与家长联系，而不是通过这个学区系统。我们的研究没有包括那些交流手段，因此不能说它们的有效性在两个忠实地实施了实验的地区进行的子样本分析显示，K-8年级(但不是高中)学生的出勤率也有类似的提高，而且不分性别、种族和大多数其他人口统计学特征。然而，我们没有发现西班牙裔学生或英语学生在统计上有显著的改善，尽管在消息传递平台上，消息被翻译成父母喜欢的语言表A1载列近年的研究及详情例如，参见Frey和Meier (Citation2004)， Shang和Croson (Citation2009)， Ferraro等人(Citation2011)和Coffman等人(Citation2017)参见Nguyen (Citation2008)、Jensen (Citation2010)、Oreopoulos和Dunn (Citation2013)、Dinkelman和Martínez(2014)，了解在家长或学生了解教育投资的回报或成本后，教育成果如何得到改善的证据。Bettinger et al. (Citation2012)就是一个例子，其中信息本身不足以提高教育程度有关教育中助推的更详细评论，请参见Damgaard和Nielsen (Citation2018)参见表A1，详细说明了使用轻推理论影响出勤行为的地点、时间、目标人群、干预措施和近期研究的结果作者的计算基于美国长期缺勤的交互式数据可视化工具，该工具可在http://www.hamiltonproject.org/charts/chronic_absence_across_the_united_states.10 U.S. Census上获得。https://patch.com/georgia/atlanta/how-georgia-education-spending-ranks-nationwide-census-bureau。https://www.census.gov/library/visualizations/2017/comm/cb17-97-public-education-finance.html11 School Messenger为学区提供各种服务，包括移动应用程序，学生电子邮件和学校网站。欲了解更多信息，请参阅www.schoolmessenger.com。Blackboard是一个学习管理系统，允许学生和教师访问在线学习资源，查看课程内容和成绩，并参与在线论坛。要了解更多信息，请参见www.blackboard.com/k12/index.html.12为了定义我们的目标学生样本，我们遵循了美国教育部对长期缺勤的定义，即缺课15天，无论是否有理由(参见https://www2.ed.gov/datastory/chronicabsenteeism.html#intro)。然而，乔治亚州将长期缺勤定义为一年中缺课天数超过10%，也就是一年中缺课天数超过18天在学年结束时，73%的对照组有15次或更多的缺勤，这表明线性模型在预测慢性缺勤方面是相当准确的在一个地区，这个过程略有不同，只有有有效父母联系方式的学生才被选为实验的一部分，并被分配到对照组和实验组。此外，从实验样本中删除了医学上脆弱的学生。
{"title":"Using Existing School Messaging Platforms to Inform Parents about Their Child’s Attendance","authors":"Tareena Musaddiq, Alexa Prettyman, Jonathan Smith","doi":"10.1080/19345747.2023.2264841","DOIUrl":"https://doi.org/10.1080/19345747.2023.2264841","url":null,"abstract":"AbstractSchool attendance is strongly associated with academic success and high school completion, but approximately one-in-seven students miss nearly one month of school each year. To address absenteeism, we partnered with four public school districts in the metro-Atlanta area and experimentally deployed email and text messages to inform parents about their child’s attendance. Parents received personalized monthly messages through the school districts’ existing messaging platforms that had zero marginal cost per message. The messages informed parents about their child’s number of absences and how that number compared to absences of their peers. For most parents, this information was delivered through email as opposed to text, and parents of students most in need of improved attendance were the hardest to reach. Intent-to-treat estimates show the intervention reduced end-of-year absences by four-tenths to two-thirds of a day (2 to 3%) and reduced the probability of chronic absenteeism by 2 to 6%, while actually receiving the messages reduced end-of-year absences by two-thirds to almost one day (3 to 4%) and reduced the probability of chronic absenteeism by 4 to 7%.Keywords: Chronic absenteeismattendance nudgesdistrict communication Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 We use “parent” as a general term to represent a student’s caregiver, whether a parent or legal guardian.2 Our study only uses the district-wide messaging platform to contact parents. Parents may be contacted by school administration and teachers through various other ways (e.g., classroom apps) independent of this district-wide system. Our study does not include those means of communication and cannot speak to their effectiveness.3 Subsample analyses in the two districts that implemented the experiment with fidelity reveal similar improvements in attendance for students in grades K-8 (but not high school), and across gender, race, and most other demographic characteristics. However, we do not find a statistically significant improvement for Hispanic students or ELL students, despite the fact that the message was translated into the parents’ preferred language in the messaging platform.4 See Table A1 for a full list of studies and details in recent years.5 See, for example, Frey and Meier (Citation2004), Shang and Croson (Citation2009), Ferraro et al. (Citation2011), and Coffman et al. (Citation2017).6 See Nguyen (Citation2008), Jensen (Citation2010), Oreopoulos and Dunn (Citation2013), Dinkelman and Martínez (2014) for evidence on how education outcomes improve after parents or students are informed about the returns to, or costs of, educational investments. Bettinger et al. (Citation2012) is an example in which information alone was insufficient for improving educational attainment.7 For a more detailed review on nudges in education, please see Damgaard and Nielsen (Citation2018).8 See Table A1 for details about the location, t","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"21 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135933242","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}
Pub Date : 2023-10-24DOI: 10.1080/19345747.2023.2269924
Christine G. Mokher, Toby J. Park-Gaghan, Shouping Hu
{"title":"Can a Developmental Education Reform Promote Momentum to Mid-Term and Longer-Term Student Success? Evidence from Florida","authors":"Christine G. Mokher, Toby J. Park-Gaghan, Shouping Hu","doi":"10.1080/19345747.2023.2269924","DOIUrl":"https://doi.org/10.1080/19345747.2023.2269924","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"308 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322569","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}
Pub Date : 2023-10-23DOI: 10.1080/19345747.2023.2269918
Matthew Finster, Lauren Decker-Woodrow, Barbara Booker, Craig A. Mason, Shihfen Tu, Ji-Eun Lee
COVID-19 contributed to the largest student performance decline in mathematics since 1990. The nation needs cost-effective mathematic interventions to address this drop and improve students’ mathematics performance. This study presents a cost-effectiveness analysis (CEA) of three algebraic technological applications, across four conditions: From Here to There (FH2T), Dragon Box 12+ (DragonBox), Immediate Feedback and Active Control. This CEA study uses impact measures from a student-level randomized control trial comparing student learning from the three treatment conditions to the Active Control condition with an analytic sample of 1,850 middle school students across 9 schools, 34 teachers, and 127 classes. The results from the CEA indicate FH2T costs $39 per student and produces an average effect of 0.135 on algebraic achievement resulting in a cost-effectiveness ratio of $291. DragonBox costs $55 per student and produces an average effect of 0.269 on algebraic achievement resulting in a cost-effectiveness ratio of $206. Overall, the current CEA study demonstrates the efficiency of FH2T and DragonBox as low-cost interventions for improving students’ algebraic performance and addressing the nation’s decline in mathematics.
{"title":"Cost-Effectiveness of Algebraic Technological Applications","authors":"Matthew Finster, Lauren Decker-Woodrow, Barbara Booker, Craig A. Mason, Shihfen Tu, Ji-Eun Lee","doi":"10.1080/19345747.2023.2269918","DOIUrl":"https://doi.org/10.1080/19345747.2023.2269918","url":null,"abstract":"COVID-19 contributed to the largest student performance decline in mathematics since 1990. The nation needs cost-effective mathematic interventions to address this drop and improve students’ mathematics performance. This study presents a cost-effectiveness analysis (CEA) of three algebraic technological applications, across four conditions: From Here to There (FH2T), Dragon Box 12+ (DragonBox), Immediate Feedback and Active Control. This CEA study uses impact measures from a student-level randomized control trial comparing student learning from the three treatment conditions to the Active Control condition with an analytic sample of 1,850 middle school students across 9 schools, 34 teachers, and 127 classes. The results from the CEA indicate FH2T costs $39 per student and produces an average effect of 0.135 on algebraic achievement resulting in a cost-effectiveness ratio of $291. DragonBox costs $55 per student and produces an average effect of 0.269 on algebraic achievement resulting in a cost-effectiveness ratio of $206. Overall, the current CEA study demonstrates the efficiency of FH2T and DragonBox as low-cost interventions for improving students’ algebraic performance and addressing the nation’s decline in mathematics.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366402","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}
Pub Date : 2023-10-20DOI: 10.1080/19345747.2023.2268072
Thomas de Hoop, Hannah Ring, Garima Siwach, Paula Dias, Gelson Tembo, Victoria Rothbard, Anaïs Toungui
We present experimental evidence on the impact of a multi-faceted program that integrates technology-aided instruction, teacher training and coaching, community ownership, and free primary education. Our setting is three districts in rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. The results show that the program increased reading scores by 0.40 standard deviations or 3.5 percentage points, math scores by 0.21 standard deviations or 4.7 percentage points, Zambian achievement test scores by 0.15 standard deviations or 3.0 percentage points, and oral vocabulary scores by 0.25 standard deviations or 5.9 percentage points for all children eligible to enroll in first grade. Treatment Effects on the Treated showed substantially larger impacts on learning outcomes of students who regularly attended the schools in Grade 1. Our results indicate that multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa.
{"title":"Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia","authors":"Thomas de Hoop, Hannah Ring, Garima Siwach, Paula Dias, Gelson Tembo, Victoria Rothbard, Anaïs Toungui","doi":"10.1080/19345747.2023.2268072","DOIUrl":"https://doi.org/10.1080/19345747.2023.2268072","url":null,"abstract":"We present experimental evidence on the impact of a multi-faceted program that integrates technology-aided instruction, teacher training and coaching, community ownership, and free primary education. Our setting is three districts in rural Zambia, where we randomly assigned the program across 30 treatment and 33 control schools. The results show that the program increased reading scores by 0.40 standard deviations or 3.5 percentage points, math scores by 0.21 standard deviations or 4.7 percentage points, Zambian achievement test scores by 0.15 standard deviations or 3.0 percentage points, and oral vocabulary scores by 0.25 standard deviations or 5.9 percentage points for all children eligible to enroll in first grade. Treatment Effects on the Treated showed substantially larger impacts on learning outcomes of students who regularly attended the schools in Grade 1. Our results indicate that multi-faceted technology-aided instruction programs can improve learning outcomes even in the poorest areas of rural sub-Saharan Africa.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135568053","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}
Pub Date : 2023-08-23DOI: 10.1080/19345747.2023.2231941
Amy C. Crosson, Richard Correnti, L. Matsumura, Margaret G. McKeown
{"title":"Effects of the Triple Q Intervention on Argument Writing: Findings from a Small-Scale Cluster-Randomized Controlled Trial","authors":"Amy C. Crosson, Richard Correnti, L. Matsumura, Margaret G. McKeown","doi":"10.1080/19345747.2023.2231941","DOIUrl":"https://doi.org/10.1080/19345747.2023.2231941","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48853696","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}
Pub Date : 2023-08-15DOI: 10.1080/19345747.2023.2243254
Kelly McGinn, Laura K. Young, Alexandra Huyghe, Julie L. Booth
{"title":"The Effect of Worked Examples and Self-Explanation Prompts on Mathematics Standardized Assessments","authors":"Kelly McGinn, Laura K. Young, Alexandra Huyghe, Julie L. Booth","doi":"10.1080/19345747.2023.2243254","DOIUrl":"https://doi.org/10.1080/19345747.2023.2243254","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44857794","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}
Pub Date : 2023-08-15DOI: 10.1080/19345747.2023.2240323
Matthew F. Larsen, J. Valant
{"title":"The Long-Term Effects of Grade Retention: Evidence on Persistence through High School and College","authors":"Matthew F. Larsen, J. Valant","doi":"10.1080/19345747.2023.2240323","DOIUrl":"https://doi.org/10.1080/19345747.2023.2240323","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44196429","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}
Pub Date : 2023-08-15DOI: 10.1080/19345747.2023.2231440
Izaak Dekker, Michaéla Schippers, Erik van Schooten
A reflective goal-setting intervention could help students adjust to higher education, and improve their performance and well-being, as has been shown by small-scale and quasi-experimental studies conducted so far. However, a large experimental study found no effects, highlighting the importance of replication, and a better understanding of the mechanisms that explain when and why the intervention works. This replication study tested the effects of such a goal-setting intervention on the academic performance of 1,134 first-year business and teacher education students, with a randomized control trial. The treatment group earned significantly more course credits, and had a 15% lower risk of dropping out of college, compared to the control group. Contrary to the findings of previous studies, this study found no evidence that these effects are larger for men, or ethnic minorities. Additionally, we found no effect of the intervention on self-regulated learning, resilience, grit, engagement, or well-being.
{"title":"Reflective Goal-setting Improves Academic Performance in Teacher and Business Education: A Large-scale Field Experiment","authors":"Izaak Dekker, Michaéla Schippers, Erik van Schooten","doi":"10.1080/19345747.2023.2231440","DOIUrl":"https://doi.org/10.1080/19345747.2023.2231440","url":null,"abstract":"A reflective goal-setting intervention could help students adjust to higher education, and improve their performance and well-being, as has been shown by small-scale and quasi-experimental studies conducted so far. However, a large experimental study found no effects, highlighting the importance of replication, and a better understanding of the mechanisms that explain when and why the intervention works. This replication study tested the effects of such a goal-setting intervention on the academic performance of 1,134 first-year business and teacher education students, with a randomized control trial. The treatment group earned significantly more course credits, and had a 15% lower risk of dropping out of college, compared to the control group. Contrary to the findings of previous studies, this study found no evidence that these effects are larger for men, or ethnic minorities. Additionally, we found no effect of the intervention on self-regulated learning, resilience, grit, engagement, or well-being.","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135063291","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}
Pub Date : 2023-08-15DOI: 10.1080/19345747.2023.2242342
Madelon Jacobs, Rolf van der Velden, Lynn van Vugt
{"title":"High-Stakes Testing and Educational Careers: Exploiting the Differences in Cutoffs Between Test Recommendations in The Netherlands","authors":"Madelon Jacobs, Rolf van der Velden, Lynn van Vugt","doi":"10.1080/19345747.2023.2242342","DOIUrl":"https://doi.org/10.1080/19345747.2023.2242342","url":null,"abstract":"","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42182695","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}
Pub Date : 2023-07-19DOI: 10.1080/19345747.2023.2194298
J. Valentine
{"title":"How Evidence Clearinghouses Can Avoid the Winner’s Curse","authors":"J. Valentine","doi":"10.1080/19345747.2023.2194298","DOIUrl":"https://doi.org/10.1080/19345747.2023.2194298","url":null,"abstract":"","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":"48133779","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}
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