从变化理论中召唤力量:PWRD方法在效果预期变化试验中的应用

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research on Educational Effectiveness Pub Date : 2022-12-12 DOI:10.1080/19345747.2022.2142178

Timothy Lycurgus, B. Hansen, Mark White

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引用次数: 0

摘要

全文引文：Lycurgus，T.，Hansen，B.，White，M.（2022）。从变化理论中获得力量：用于预期效果变化的试验的PWRD方法。教育有效性研究杂志。DOI：https://doi.org/10.1080/19345747.2022.2142178.许多疗效试验都是在国家资助竞赛中经过仔细审查后进行的。作为这些竞争的一部分，应用程序必须证明干预的变革理论是合理的：结果的预期改善是如何以及为什么发生的？在对参与者重复测量的情况下，一些测量可能比其他测量更有可能表现出治疗效果；变化理论可以为这些观察中哪一个最有可能受到治疗的影响提供指导。

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Conjuring Power from a Theory of Change: The PWRD Method for Trials with Anticipated Variation in Effects

Full Article Citation: Lycurgus, T., Hansen, B., White, M. (2022). Conjuring power from a theory of change: The PWRD method for trials with anticipated variation in effects. Journal of Research on Educational Effectiveness. DOI: https://doi.org/10.1080/19345747.2022.2142178. Many efficacy trials are conducted only after careful vetting in national funding competitions. As part of these competitions, applications must justify the intervention’s theory of change: how and why do the desired improvements in outcomes occur? In scenarios with repeated measurements on participants, some of the measurements may be more likely to manifest a treatment effect than others; the theory of change may provide guidance as to which of those observations are most likely to be affected by the treatment.

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来源期刊

Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

11.10%

发文量

期刊介绍： As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.