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Direct linkBrunner, Martin; Keller, Ulrich; Wenger, Marina; Fischbach, Antoine; Lüdtke, Oliver – Journal of Research on Educational Effectiveness, 2018
To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these…
Descriptors: Academic Achievement, Student Motivation, Psychological Patterns, Learning Strategies
Springer, Matthew G.; Rosenquist, Brooks A.; Swain, Walker A. – Journal of Research on Educational Effectiveness, 2015
In recent years, the largely punitive accountability measures imposed by the 2001 No Child Left Behind Act have given way to an emphasis on financial incentives. Although most policy interventions have focused primarily on linking teacher compensation to student test scores, several recent studies have examined the prospects for the use of…
Descriptors: Incentives, Tutoring, Supplementary Education, Student Reaction
Kraft, Matthew A.; Dougherty, Shaun M. – Journal of Research on Educational Effectiveness, 2013
In this study, we evaluate the efficacy of teacher communication with parents and students as a means of increasing student engagement. We estimate the causal effect of teacher communication by conducting a randomized field experiment in which sixth- and ninth-grade students were assigned to receive a daily phone call home and a text/written…
Descriptors: Learner Engagement, Parent Teacher Cooperation, Teacher Student Relationship, Grade 6
