Intraclass Correlations for Evaluating the Effects of Teacher Empowerment Programs on Student Educational Outcomes

作     者：Shen, Zuchao Curran, F. Chris You, You Splett, Joni Williams Zhang, Huibin 

作者机构：Arizona State Univ Sanford Sch Social & Family Dynam Tempe AZ 85287 USA Univ Florida Coll Educ Educ Leadership & Policy Gainesville FL 32611 USA Univ Florida Coll Educ Educ Policy Res Ctr Gainesville FL 32611 USA Peking Univ Natl Ctr Hlth Profess Educ Dev Inst Med Educ Beijing Peoples R China Univ Florida Sch Psychol Program Coll Educ Gainesville FL 32611 USA Univ Florida Res & Evaluat Methodol Program Coll Educ Gainesville FL 32611 USA 

出 版 物：《EDUCATIONAL EVALUATION AND POLICY ANALYSIS》 (教育评估与政策分析)

年 卷 期：2023年第45卷第1期

页      面：134-156页

核心收录：

学科分类：0401[教育学-教育学] 04[教育学] 

主　　题：evaluation professional development program evaluation school teacher effectiveness hierarchical linear modeling experimental design research methodology 

摘      要：Programs that improve teaching effectiveness represent a core strategy to improve student educational outcomes and close student achievement gaps. This article compiles empirical values of intraclass correlations for designing effective and efficient experimental studies evaluating the effects of these programs. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) data are used to estimate empirical design parameter values in the setting of students nested within teachers nested within schools. The results show that intraclass correlations at the school level are relatively stable, and those at the teacher level increase along with grade level. We illustrate the utility of the results by demonstrating how to leverage this information to design more efficient and effective experimental studies.