A Practical Guide on Designing and Conducting Impact Studies in Education: Lessons Learned From the What Works Clearinghouse (Phase I)

2009 ◽  
Author(s):  
Mengli Song ◽  
Rebecca Herman
Keyword(s):  
Phase I ◽  
Lessons Learned ◽  
Impact Studies ◽  
Practical Guide ◽  
What Works ◽  
What Works Clearinghouse

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

Evaluating the Use of Cyberinfrastructure in the Classroom to Enhance Product Dissection

2007 ◽  
Author(s):  
Matt Devendorf ◽  
Kemper Lewis ◽  
Timothy W. Simpson ◽  
Robert B. Stone ◽  
William C. Regli
Keyword(s):  
Phase I ◽  
High Impact ◽  
Lessons Learned ◽  
Digital Design ◽  
Design Engineering ◽  
National Scale ◽  
Research Experiences ◽  
Ongoing Research ◽  
Information Tools ◽  
Digital Environments

Recent cyberinfrastructure initiatives seek to create ubiquitous, comprehensive, interactive, and functionally complete digital environments that consist of people, data, information, tools, and instruments for research communities. With product dissection as our unifying theme, we are forging a cyberinfrastructure to support undergraduate design engineering education through CIBER-U: Cyber-Infrastructure-Based Engineering Repositories for Undergraduates. CIBER-U pairs two of the nation’s leading design repository developers with several active users and their students to realize a high-impact application of cyberinfrastructure in engineering undergraduate curricula involving freshmen through seniors. Specifically, CIBER-U combines product dissection activities at three universities with two digital design repositories, CAD modeling and animation, video, MediaWiki technology, multimedia, and undergraduate summer research experiences to enable cyberinfrastructure-based product dissection activities. Nearly 700 students have participated in the Phase I efforts of CIBER-U, which have focused primarily on generating, capturing, and storing data in two digital design repositories. Lessons learned from these efforts are presented from the students’ perspectives as well as that of the faculty in both engineering and computer science. The implications for implementing CIBER-U on a national scale are discussed along with ongoing research.

Anatomy of an Evidence Base

2016 ◽  
Vol 45 (8) ◽  
pp. 454-459 ◽  
Author(s):  
David B. Malouf ◽  
Juliana M. Taymans
Keyword(s):  
Education Policy ◽  
Research Evidence ◽  
Evidence Base ◽  
Effect Sizes ◽  
Intervention Effect ◽  
What Works ◽  
Policy Goals ◽  
Education Interventions ◽  
What Works Clearinghouse ◽  
Adequate Research

An analysis was conducted of the What Works Clearinghouse (WWC) research evidence base on the effectiveness of replicable education interventions. Most interventions were found to have little or no support from technically adequate research studies, and intervention effect sizes were of questionable magnitude to meet education policy goals. These findings painted a dim picture of the evidence base on education interventions and indicated a need for new approaches, including a reexamination of federal reliance on experimental impact research as the basis for gauging intervention effectiveness.

The Continuous Learning Cycle: A Multi-phase Post-occupancy Evaluation (POE) of Decentralized Nursing Unit Design

2021 ◽  
pp. 193758672110516
Author(s):  
Hui Cai ◽  
Kent Spreckelmeyer
Keyword(s):  
Phase I ◽  
Lessons Learned ◽  
Learning Cycle ◽  
Continuous Learning ◽  
Patient Room ◽  
Design Quality ◽  
Syntax Analysis ◽  
Nursing Unit ◽  
Unit Unit ◽  
Multi Phase

Purpose: This study aims to demonstrate how multiphase postoccupancy evaluation (POE) research was integrated into multiple projects to develop a continuous learning cycle. Background: Despite the well-recognized importance of POE, few studies have reported how knowledge from POE is applied in new designs. Method: This study is developed as a multiphase POE that spanned 3 years and across three units. Phase I POE compared an existing unit (Unit A) in Hospital A and a new Unit B in Hospital B that has implemented innovative design features such as decentralized nurse stations. The idea was to understand the challenges of the existing facility in Hospital A and gather lessons learned from the new design in Unit B to inform the design of the Hospital A expansion (Unit C). After the new expansion was occupied, the Phase II POE was conducted using the same set of POE tools in both Unit C and Unit A. The POE applied the following methods: (1) patient room evaluations using the Center for Health Design standardized POE tools, (2) space syntax analysis of visibility, and (3) a pre- and postmove analysis of Press Ganey data. Results: The results demonstrated that by incorporating lessons learned from the Phase I POE, Unit C has further improvement on patient room design ratings, improved patient satisfaction, and better visibility among nurse work areas compared to Unit A and Unit B. Conclusions: The multiphase, multisite POE with standardized tools has demonstrated its value as an important tool for continuous design quality improvement.

Lessons Learned in Phase I of the Southern Rural Access Program

2003 ◽  
Vol 19 ◽  
pp. 416-421 ◽  
Author(s):  
Michael Beachler ◽  
Curtis Holloman ◽  
Donald E. Pathman
Keyword(s):  
Phase I ◽  
Lessons Learned ◽  
Rural Access ◽  
Access Program

Estimating the Impact of Design Standards on the Rigor of a Subset of Single-Case Research

2020 ◽  
pp. 104420732093404 ◽  
Author(s):  
Collin Shepley ◽  
Kathleen N. Zimmerman ◽  
Kevin M. Ayres
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
Design Standards ◽  
Case Research ◽  
What Works ◽  
What Works Clearinghouse ◽  
Single Case Research ◽  
The Impact ◽  
Case Design

The implementation of research-based practices by teachers in public school classrooms is required under federal law as expressed in the Individuals With Disabilities Education Improvement Act of 2004. To aid teachers in identifying such practices, researchers conduct systematic reviews of the educational literature. Although recent attention has been given to changes in the quality of these reviews, there has been minimal discussion about changes in the quality of the studies that comprise them. Specifically, to what extent have educational policies leading to the creation of experimental design standards resulted in a change in the rigor of educational research? Using a subset of the single-case literature commonly published in special education journals, we estimate the impact of What Works Clearinghouse single-case design standards on the trend in the rigor of single-case studies using a comparative interrupted time series framework. Within this subset of single-case studies, our estimation strategy did not detect a change in the trend of the rigor of single-case research following the establishment of What Works Clearinghouse single-case design standards. Implications are discussed for practitioners and researchers. Study data, syntax, and supplemental materials are available for public use at https://osf.io/xp7wv/.

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