[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590671-105":59,"doc-detail-590671-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","design-parameters-for-impact-research-in-science-education-a-multistate-analysis","Design Parameters for Impact Research in Science Education - A Multistate Analysis","","Design Parameters for Impact Research in Science Education presents empirical design estimates for planning adequately powered cluster randomized trials (CRTs) aimed at science achievement. The work explains how common guidelines distinguish six research types and group them into categories, with emphasis on impact research and the “what works” goal. It compares efficacy, effectiveness, and scale-up studies, outlining how intent to generalize differs across populations, contexts, and implementation authenticity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/design-parameters-for-impact-research-in-science-education-a-multistate-analysis/590671/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/design-parameters-for-impact-research-in-science-education-a-multistate-analysis/590671.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main research goal of impact research in this article?","Question",{"text":112,"@type":113},"It aims to produce reliable estimates of how a fully developed intervention or strategy achieves intended outcomes, identifying “what works” for improving student outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do efficacy, effectiveness, and scale-up impact research differ?",{"text":117,"@type":113},"They differ by the implementation conditions and the populations to which findings generalize: efficacy tests ideal conditions, effectiveness tests typical conditions, and scale-up tests across a broad range of contexts with minimal developer involvement.",{"name":119,"@type":110,"acceptedAnswer":120},"What study designs are most common in impact research discussed here?",{"text":121,"@type":113},"The most common designs are randomized control trials (RCTs) and quasi-experimental designs (QEDs).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590671,1792171211,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","AERA Open  \nJanuary-March 2016, Vol. 2, No. 1, pp. 1–15 DOI: 10. 1177/2332858415625975  \n© The Author(s) 2016. [http://ero.sagepub.com](http://ero.sagepub.com)  \nDesign Parameters for Impact Research in Science Education: A Multistate Analysis  \nJessaca Spybrook  \nWestern Michigan University  \nCarl D. Westine  \nUniversity of West Georgia  \nJoseph A. Taylor  \nAbt Associates  \nThe Common Guidelines for Education Research and Development were created as a joint effort between the Institute of Education Science and the National Science Foundation in an effort to streamline education research and contribute to an accumulation of knowledge that will lead to improved student outcomes. One type of research that emerged in the guidelines is impact research. In order to achieve the level of rigor expected for an impact study, it is common that a research team will employ a cluster randomized trial (CRT). This article provides empirical estimates of design parameters necessary for planning adequately powered CRTs focused on science achievement. Examples of how to use these parameters to improve the design of science impact studies are discussed.  \nKeywords: program evaluation, science education, evaluation, experimental design, hierarchical linear modeling  \nIn 2011, the Institute of Education Sciences (IES), the research branch of the U.S. Department of Education, and the National Science Foundation (NSF) came together to create a joint committee to “establish cross-agency guidelines for improving the quality, coherence, and pace of knowledge development in science, technology, engineering and mathematics (STEM) education” (IES & NSF, 2011, p. 4) . Two years later, the Common Guidelines for Education Research and Development were released, hereafter referred to as simply the Guidelines. Overall, the ultimate goal of the Guidelines is to create a common set of expectations for studies that will help streamline education research and development and contribute to an accumulation of knowledge that will ulti  \nmately improve student outcomes (IES & NSF, 2011) .  \nThe Guidelines identify six types of research, including (a) foundational research, (b) early-stage or exploratory research,(c) design and development research,(d) efficacy research,(e) effectiveness research, and (f) scale-up research. These six types are combined into three categories of research: research aimed at contributing to core knowledge (types [a] and [b]), research aimed at developing solutions to improve learning (type [c]), and research aimed at contributing to evidence of impact (types [d], [e], and [f]) . Each  \ncategory of studies is critical to knowledge generation, from basic research to the development of interventions to testing the effectiveness of these interventions for improving student outcomes. However, the focus of this article is on the third category, impact research.  \nAccording to the Guidelines, the goal of impact research is to generate “reliable estimates of the ability of a fullydeveloped intervention or strategy to achieve its intended outcomes”(IES & NSF, 2011, p. 9) . Stated differently, the goal is to identify “what works” or what interventions improve student outcomes. The three types of impact research differ in terms of “the conditions under which the intervention is implemented and the populations to which the findings generalize”(IES & NSF, 2011, p. 9) . Efficacy research focuses on testing an intervention under ideal conditions, often in one population, and may include higher-than-normal levels of support from the program developers. Effectiveness research focuses on testing an intervention under typical conditions, often in a limited number of populations, and with normal levels of support from the program developers. Scale-up research focuses on testing an intervention across abroad array of contexts, in multiple populations, and “without substantial developer involvement in implementation or  \nCreative Commons CC-BY: This article is ","cbCaicKEyMcZCYhQ","https://ap.wps.com/l/cbCaicKEyMcZCYhQ","pdf",424732,15,"English","# Design Parameters for Impact Research in Science Education\n## Guidelines and Research Types\n## Goal and Types of Impact Research\n## Common Designs and Evidence from Prior Studies","[{\"question\":\"What is the main research goal of impact research in this article?\",\"answer\":\"It aims to produce reliable estimates of how a fully developed intervention or strategy achieves intended outcomes, identifying “what works” for improving student outcomes.\"},{\"question\":\"How do efficacy, effectiveness, and scale-up impact research differ?\",\"answer\":\"They differ by the implementation conditions and the populations to which findings generalize: efficacy tests ideal conditions, effectiveness tests typical conditions, and scale-up tests across a broad range of contexts with minimal developer involvement.\"},{\"question\":\"What study designs are most common in impact research discussed here?\",\"answer\":\"The most common designs are randomized control trials (RCTs) and quasi-experimental designs (QEDs).\"}]","Design Parameters for Impact Research in Science Education - A Multistate Analysis | PDF",1792070174,38]