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33.032 - Variation in Program Implementation in Large-Scale Randomized Controlled Trials: Analyzing and Addressing Implementation Challenges in Educational Settings
Fri, April 17, 2:15 to 3:45pm, Marriott, Floor: Fifth Level, Denver/HoustonSession Type: Symposium
Abstract
The Institute of Education Sciences created the Reading for Understanding Research Initiative to develop effective approaches for improving reading comprehension. Through this initiative, IES awarded grants to six research teams to field test and refine new approaches for supporting literacy in multiple content areas and grades. As part of this initiative, these new approaches would be evaluated with randomized controlled trials. RCTs are increasingly used to evaluate educational programs, but the results are often not as expected, with many RCTs producing largely inconsistent effects. To explain variation in program outcomes, we must first understand what happens when well-designed and rigorous RCTs meet the real world of school settings. In particular, this symposium will analyze variation in program implementation.
Sub Unit
Chairs
Papers
Challenges of Adaptations in Randomized Controlled Trials of a Reading for Understanding Intervention - Susan R. Goldman, University of Illinois at Chicago; Cynthia L. Greenleaf, WestEd; MariAnne George, University of Illinois at Chicago; Stacy A. Marple, WestEd; Julia Emig, Chicago Public Schools; Willard R. Brown, WestEd; Gayle Cribb, WestEd
Implementation of a Text-Based Content Intervention in Secondary Social Studies Classes - Jeanne Wanzek, Vanderbilt University; Sharon R. Vaughn, The University of Texas - Austin; Elizabeth Ann Swanson, The University of Texas - Austin; Greg J. Roberts, The University of Texas - Austin; Shawn C Kent, Florida State University
A School Randomized Trial of a Discussion-Based Vocabulary Intervention: Why Is Implementation More Successful in Some Settings Than Others? - Maria D. LaRusso, Harvard University; Stephanie Margaret Jones, Harvard University; Catherine E. Snow, Harvard University; Suzanne Donovan, SERP Institute