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Replication Studies: An Essay in Praise of Ground-Up Conceptual Replications in the Science of Learning
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Brown, John F. – Educational Research and Evaluation, 2022
This paper discusses adapting Churches' approach to large-scale teacher/researcher conceptual replications of major "science of learning" findings, to increase teachers' engagement with empirical research on, and building research networks for, gathering data on the science of learning. The project here demonstrated the feasibility of…
Descriptors: Replication (Evaluation), Educational Research, Randomized Controlled Trials, Outcome Measures
A Randomized Controlled Trial of the Effectiveness of Teacher Continued Professional Development on Student Language Outcomes
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Sandgren, Olof; Andersson, Ketty; Lyberg Åhlander, Viveka; Rosqvist, Ida; Hansson, Kristina; Sahlén, Birgitta – International Journal of Language & Communication Disorders, 2023
Background: Continued professional development (CPD) is required for updated skills and knowledge. This study evaluates the efficacy of a CPD programme for mainstream school teachers. Aims: In an 11-week intervention programme, speech-language therapists (SLTs) presented the participating teachers with whole-class teaching techniques aimed at…
Descriptors: Randomized Controlled Trials, Program Effectiveness, Faculty Development, Professional Continuing Education
Evaluating Pedagogical Practices in Science Classrooms: A Randomized Controlled Trial Study on Teacher Virtual Professional Development with Virtual Mentoring and Coaching
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Rafael Lara-Alecio; Beverly J. Irby; Fuhui Tong; Kara L. Sutton-Jones; Cindy L. Guerrero; Shifang Tang; Huiwen Pang – International Electronic Journal of Elementary Education, 2024
In this randomized control study, we evaluated science teachers' pedagogical practices via classroom observations following ongoing, intensive, and structured instructional support sessions. These sessions included virtual professional development (VPD) and virtual mentoring and coaching (VMC) that accompanied a literacy-infused science…
Descriptors: Science Education, Science Instruction, Teaching Methods, Science Teachers
A School-Wide Approach to Cultural Responsivity and Student Engagement: A Randomized Trial of Double Check in Middle Schools
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Katrina J. Debnam; Chelsea A. Kaihoi; Elise T. Pas; Catherine P. Bradshaw – Grantee Submission, 2024
The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we…
Descriptors: Culturally Relevant Education, Learner Engagement, Randomized Controlled Trials, Middle Schools
Randomised Controlled Trials and the Interventionisation of Education
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Burnett, Cathy; Coldwell, Mike – Oxford Review of Education, 2021
Since the 1990s, there have been repeated calls for the systematic use of randomised controlled trials (RCTs) to inform educational decision-making. The advent of the Education Endowment Foundation (EEF) -- described as England's What Works Centre for Education -- in 2011 has made this a reality in England: by 2020, over a third of English schools…
Descriptors: Comparative Analysis, Randomized Controlled Trials, Professional Development, Decision Making
Extensions beyond Program Impacts: Conceptual and Methodological Considerations in Studying the Implementation of a Preschool Social Emotional Learning Program
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Jaiya R. Choles; Robert W. Roeser; Andrew J. Mashburn – Grantee Submission, 2022
Social-emotional learning (SEL) programs are frequently evaluated using randomized controlled trial (RCT) methodology as a means to assess program impacts. What is often missing in RCT studies is a robust parallel investigation of the multi-level implementation of the program. The field of implementation science bridges the gap between the RCT…
Descriptors: Preschool Education, Social Emotional Learning, Program Evaluation, Randomized Controlled Trials
A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students
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Duong, Mylien T.; Gaias, Larissa M.; Brown, Eric; Kiche, Sharon; Nguyen, Lillian; Corbin, Catherine M.; Chandler, Cassandra J.; Buntain-Ricklefs, Joanne J.; Cook, Clayton R. – Grantee Submission, 2022
Student-teacher relationships are important to student outcomes and may be especially pivotal at the high school transition and for minoritized racial/ethnic groups. Although interventions exist to improve student-teacher relationships, none have been shown to be effective among high school students or in narrowing racial/ethnic disparities in…
Descriptors: Randomized Controlled Trials, Equal Education, Teacher Student Relationship, High School Teachers