Effect Sizes in Cluster-Randomized Designs

By L. Hedges. 2007

580 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, General Agricultural and Biological Sciences, Health, Toxicology and Mutagenesis

View Paper: https://www.semanticscholar.org/paper/fcf32cf965812c12cf85b19465a8bd68e5d167ee

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In Developmental and Educational Psychology

In General Agricultural and Biological Sciences

In Health, Toxicology and Mutagenesis

Citations in the corpus

Improving Generalizations From Experiments Using Propensity Score Subclassification (2013, methodology): “The problem of estimating the PATE under nonrandom sample selection has been addressed by Hedges and O’Muircheartaigh (2011) and Stuart et al.”
Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes (2010, methodology): “We reported the partial η2 (Tabachnick & Fidell, 2001) and Cohen’s d (Cohen, 1992; Hedges, 2007) for all statistically significant effects to indicate the strength of the effect of SWPBIS training on the change in outcomes over time.”
The impact of shared book reading on children's language skills: A meta-analysis (2018, methodology): “First, we multiplied the effect size by the following factor (Hedges, 2007): 1 We replicated the analyses using different values of pre-post-test correlations and reliability coefficients (range 0.30–0.80).”
Improving Students' Proportional Thinking Using Schema-Based Instruction (2011, methodology): “To estimate the practical significance of effects, we computed effect sizes by dividing the HLM coefficient for treatment effect, which represents the group mean difference adjusted values (from τ00) prior to the inclusion of Condition in the model (Hedges, 2007).”
Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects (2019, methodology): “…where there was assignment to condition at the teacher level, we corrected the effect size and standard errors for clustering as recommended by Hedges (2007) to account for multilevel designs, to control for inflated Type I error, and overestimated statistical significance (What Works…”
Moving From the Lab to the Field: The Role of Fidelity and Achieved Relative Intervention Strength (2009, methodology): “Indices of the strength of the intervention were dose and participant responsiveness.2 1This effect size is calculated using Hedges’s g and corrected for clustering in the classroom (Hedges, 2007).”
School-Based Programs to Reduce Bullying and Victimization (2012, unknown): “In this case, it is necessary to correct standard errors of effect sizes for the effects of clustering (Hedges, 2007).”
Differentiated Literacy Instruction: Boondoggle or Best Practice? (2020, methodology): “Standardized mean difference effect sizes, observed samples sizes, and standard errors from such studies were adjusted using an Excel cluster adjustment calculator (McHugh, 2004), which uses algorithms based on suggestion of Hedges (2007).”
The effects of teacher expectation interventions on teachers’ expectations and student achievement: narrative review and meta-analysis (2018, methodology): “We here first computed the effect size based on these data in CMA, and then applied a transformation to it to make the effect size and variance comparable with the other effect sizes that were measured based on individual-level data, as prescribed by Hedges (2007).”
School-Based Programs to Reduce Bullying and Victimization: A Systematic Review (2009, unknown): “In this case, it is necessary to correct standard errors of effect sizes for the effects of clustering (Hedges, 2007).”
Interpreting Effect Sizes of Education Interventions (2020, background): “However, scholars and consumers of research should expect these approaches to produce effect sizes that are approximately 1.5 to 3 times larger than effect sizes scaled relative to student-level scores (Boyd et al., 2008; Dee & Dizon-Ross, 2019; Hedges, 2007).”
Research-Based Writing Practices and the Common Core (2015, methodology): “We estimated T by adjusting the conventional ES using the intraclass correlation (ICC) estimator procedures recommended by Hedges (2007).”
Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment (2013, methodology): “, the square root of τ 00) from the previous (student demographic) model (Hedges, 2007).”