A5004883458- Meta-analysis and systematic reviews
- Advanced Causal Inference Techniques
- Gender and Technology in Education
- Higher Education and Teaching Methods
- Evaluation and Performance Assessment
- Grit, Self-Efficacy, and Motivation
- Teaching and Learning Programming
- Youth Education and Societal Dynamics
- Psychological and Educational Research Studies
- Child Development and Digital Technology
Western Michigan University
2016-2022
Jiangsu University of Science and Technology
2012
This article examines the statistical precision of cluster randomized trials (CRTs) funded by Institute Education Sciences (IES). Specifically, it compares total number clusters and minimum detectable effect size (MDES) two sets studies, those in early years IES (2002–2004) recent (2011–2013). Overall, average terms MDES studies cohort was more than double that (i.e. 0.48 compared to 0.23). The findings suggest a consistent substantial increase CRTs past decade which is critical step towards...
Studies of academic recovery courses (ARCs) focus almost exclusively on outcomes, such as postcourse grade point average (GPA) and standing. This study explores the role noncognitive factors—specifically attribution perspective, shame resilience, identity—for students engaged in ARCs. Pre- data from ARC revealed significant correlations between factors standing statistically relationships among non-cognitive factors, well a difference mean scores by gender. Practice implications are...