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dc.date.accessioned2022-12-20T16:07:06Z
dc.date.available2022-12-20T16:07:06Z
dc.date.created2022-11-24T10:25:11Z
dc.date.issued2022
dc.identifier.citationLycurgus, Timothy Hansen, Ben White, Mark Christopher . Conjuring Power from a Theory of Change: The PWRD Method for Trials with Anticipated Variation in Effects. Journal of Research on Educational Effectiveness. 2022
dc.identifier.urihttp://hdl.handle.net/10852/98224
dc.description.abstractWe present an aggregation scheme that increases power in randomized controlled trials and quasi-experiments when the intervention possesses a robust and well-articulated theory of change. Intervention studies using longitudinal data often include multiple observations on individuals, some of which may be more likely to manifest a treatment effect than others. An intervention’s theory of change provides guidance as to which of those observations are best situated to exhibit that treatment effect. Our power-maximizing weighting for repeated-measurements with delayed-effects scheme, PWRD aggregation, converts the theory of change into a test statistic with improved asymptotic relative efficiency, delivering tests with greater statistical power. We illustrate this method on an IES-funded cluster randomized trial testing the efficacy of a reading intervention designed to assist early elementary students at risk of falling behind their peers. The salient theory of change holds program benefits to be delayed and non-uniform, experienced after a student’s performance stalls. In this instance, the PWRD technique’s effect on power is found to be comparable to that of doubling the number of clusters in the experiment.
dc.languageEN
dc.titleConjuring Power from a Theory of Change: The PWRD Method for Trials with Anticipated Variation in Effects
dc.title.alternativeENEngelskEnglishConjuring Power from a Theory of Change: The PWRD Method for Trials with Anticipated Variation in Effects
dc.typeJournal article
dc.creator.authorLycurgus, Timothy
dc.creator.authorHansen, Ben
dc.creator.authorWhite, Mark Christopher
cristin.unitcode185,18,2,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextpreprint
cristin.qualitycode2
dc.identifier.cristin2079805
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Research on Educational Effectiveness&rft.volume=&rft.spage=&rft.date=2022
dc.identifier.jtitleJournal of Research on Educational Effectiveness
dc.identifier.startpage1
dc.identifier.endpage27
dc.identifier.doihttps://doi.org/10.1080/19345747.2022.2142178
dc.type.documentTidsskriftartikkel
dc.source.issn1934-5747
dc.type.versionSubmittedVersion


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