Professional Development Schools (PDS) Research Quality Coding Instrument Final Draft: 12/31/14

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1 Coding Date: Coder: (first initial & last name) Professional Development Schools (PDS) Research Quality Coding Instrument Final Draft: 12/31/14 Codes: NA = Non Applicable (Leave Blank) = Missing Author(s): Title: Date: Source: Journal: Dissertation ERIC Report ERIC Eval Nature of Evidence: Article was referred for coding; however, sufficient empirical evidence was not included and/or student/ candidate/teacher/administrator effects were not reported; further coding was not applicable. Sufficient empirical evidence was noted; coding has been completed on subsequent pages. Quality Index (complete after coding): Quantitative: Qualitative: (L = low, M = medium, H = high)

2 1. PROGRAM/INTERVENTION INFORMATION 1.01 The studied program identifies itself as a PDS and the nine essentials are assumed. (go to 1.04) 1.02 The studied program does not identify itself as a "PDS" (check all PDS characteristics): A comprehensive mission that is broader in its outreach and scope than the mission of any partner and that furthers the education profession and its responsibility to advance equity within schools and, by potential extension, the broader community. A school university culture committed to the preparation of future educators that embraces their active engagement in the school community. Ongoing and reciprocal professional development for all participants guided by need A shared commitment to innovative and reflective practice by all participants Engagement in and public sharing of the results of deliberate investigations of practice by respective participants An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved. A structure that allows all participants a forum for ongoing governance, reflection, and collaboration Work by college/university faculty and P 12 faculty in formal roles across institutional settings Dedicated and shared resources and formal rewards and recognition structures 1.03 The studied program does not identify itself as a "PDS" explicitly, but it does meet at least five of the nine essential characteristics listed above. (Continue with coding.) IMPORTANT: If the study is not identified as the study of either an explicit (1.01) or implicit (1.03) PDS partnership, discontinue coding. School Characteristics: 1.04 School Locale: Urban Suburban Rural 1.05 School Population Characteristics: grade level(s): N % FRL % LEP % M % F % Caucasian % African % Native School American % Latino American % Asian Descriptors 1.06 School Population (check all that apply): At-risk Special Ed. Migrant Gifted/ ELL Bilingual Talented 1.07 Student Content Focus: Reading Math Writing Science Vocational Music/Art University Characteristics: 1.08 Teaching Institution Research Institution 1.09 Duration of involvement in a PDS partnership: 1.10 Essential characteristics of University partner:

3 PDS Intervention Description (For 1.11, check all that apply) School/University Partnership: 1.11 Assignment of Teachers/Schools/Candidates to Treatments: Self-selected Random Non-random 1.12 Duration of the PDS intervention with the school(s) involved in the study: 1.13 Duration of the study: 1.14 Number of school sites involved in the partnership at the time of the study: 1.15 PDS Format: Field Experience (prior to student teaching) Student Teaching Methods Course(s) 1.16 Program Strategy(ies) Employed with PDS Teacher Candidates Audio recording for analysis Video recording for analysis Journaling/Reflective Practice Written Assignments Reading Assignments 1.17 Program Strategy(ies) Employed with PDS School Children Project-Based/Experiential/Labs/Exploration Differentiated Instruction Grouping Strategies/Cooperative Learning Peer Tutoring Meta-Strategies (study skills, organizational skills, learning strategies, etc.) Computer-Assisted Instruction Technology (describe)

4 2. SAMPLE CHARACTERISTICS: (If NA, leave blank) 2.01 Subject Assignment to Intervention: Random Purposive Population 2.02 Level of Assignment: Student Teacher Class School Administrator Teaching Candidate College Faculty 2.03 Control Comparison Describe: Group(s) Group(s) 2.04 Total N Treatment N Control N Comparison N in study Describe multiple groups: 2.05 Treatment Group Attrition % 2.06 Control/Comparison Group Attrition % 3. PREDOMINANT METHODOLOGY: (If NA, leave blank) 3.01 Quantitative, quasi-experimental: (check one) One-group pretest-posttest Nonequivalent groups pretest-posttest Characteristics used for equating or matching: 3.02 Quantitative, experimental (randomized trials): Check One: Posttest only Pretest-Posttest 3.03 Qualitative (Check all that apply): Case Study Action research/field Study Grounded theory Ethnography

5 4. QUANTITATIVE ANALYSIS: (If NA, leave blank) Outcome Measure Analysis: 4.01 Number of Outcome Measures: 4.02 Page(s) or table number(s) where data can be found: 4.03 Potential for Meta-analysis Synthesis: Yes No (Meta-analysis requires at least one measure with a reported statistic and a measure of variability.) 4.04 Outcome construct (check all that apply). Student Achievement Teacher Perception Administrator Perception Teacher Candidate Perception Faculty Perception Teacher Candidate Preparation School Impact : 4.05 Findings/Conclusions: What are the relevant findings/conclusions from this study that support the synthesis?

6 5. QUANTITATIVE INSTRUMENT: (If NA, leave blank) 5.01 PDS Construct Validity - Intervention Was the intervention properly defined? (3) Yes - the intervention was adequately described and it fully reflected commonly-held or theoretically derived ideas about what the intervention should be (1) Maybe yes - the intervention was adequately described, and it at least largely reflected commonly-held or theoretically derived ideas about what the intervention should be Maybe no - there were important missing details in the description of the intervention and/or possible problems with its implementations No - the intervention did not reflect commonly-held or theoretically derived ideas about what it should be and/or there were known problems with its implementation 5.02 PDS Intervention Fidelity Was fidelity of intervention measured or discussed? (3) Yes - fidelity measure was described and used (There is no Maybe yes answer for this question.) (1) Maybe no - issues of fidelity were discussed but unclear how it was measured No - issues of fidelity were not discussed 5.03 Construct Validity - Outcome Measures Was the outcome measure properly defined and aligned to the PDS intervention? (4) Yes - the report presented evidence that the outcome measure was properly defined and aligned to the intervention (There is no Maybe yes answer for this question.) Maybe no - there was evidence of the face validity of the outcome measure, and it appeared to be properly aligned to the intervention, however, no evidence of construct validity was presented No - it is unclear what the outcome was NOTE: Only one of the following 3 applies in any given study Internal Validity - Selection for Randomized Experiments Were the participants and control group participants receiving comparable interventions? (4) Yes - participants were randomly assigned to conditions and there was no differential attrition or severe overall attrition (3) Maybe yes - random assignment was used but there was severe overall attrition Maybe no - random assignment was used but there was differential attrition No - although random assignment was used, both severe overall attrition and differential attrition probably led to the groups not being comparable 5.05 Internal Validity -Selection for Quasi-Experimental Designs Were the participants and comparison group participants receiving comparable interventions? (Note that there is no "Yes" answer for these types of designs.) (3) Maybe yes - reasonable steps were taken to make the groups comparable and there was no attrition problem OR the groups were demonstrably equivalent* and there was no attrition problem Maybe no - although steps were taken to make the groups comparable, steps may not have been adequate No - it is unlikely that the participants in the groups were comparable (or comparison group was absent) 5.06 Internal Validity - Selection for Regression Discontinuity Designs Were the slopes of the experimental and comparison group regression lines similar on the assignment variable? (4) Yes - an assignment variable with specified cutoff(s) was used to place participants into groups and there was no attrition problem (3) Maybe yes - an assignment variable with specified cutoff(s) was used but severe attrition may have affected study results Maybe no - assignment variable with specified cutoff(s) was used but differential attrition was significant No - an assignment variable with specified cutoff wasn t used to place participants into groups

7 5. QUANTITATIVE INSTRUMENT (continued): (If NA, leave blank) 5.07 Internal Validity - Contamination Was the study free of concurrent events that confounded its effect? (3) Yes - concurrent processes and events that might be alternative explanations to the intervention s effect have been ruled out Maybe yes - there were no identified processes or events that could be alternative explanations, but some alternative explanations remain plausible (There is no maybe no answer for this question.) No - identifiable processes happening at the same time as the intervention may have caused the effect 5.08 External Validity - Sampling Were targeted participants, settings, outcomes, and occasions included in the study? (3) Yes - the targeted participants, settings, outcomes, and occasions are represented in the sample (1) Maybe yes - most important characteristics of the participants, settings, outcomes, and occasions are represented in the sample Maybe no - although some important characteristics of the participants, settings, outcomes, and occasions are represented in the sample, many important targets are not No - the sampled participants were not part of the target population 5.09 External Validity - Testing within Subgroups Was the intervention tested for its effectiveness within important subgroups of participants, settings, outcomes, occasions, and intervention variations? (3) (1) Yes - the intervention was tested for its effectiveness on targeted participants, settings, outcomes, occasions, and intervention variations Maybe yes - the intervention was tested for its effectiveness within most important subgroups of the participants and settings Maybe no - although the intervention was tested for its effectiveness within some important subgroups of the participants and settings many were left out No - at best the intervention was only tested for its effectiveness within limited important subgroups of the participants, settings, outcomes, occasions, and intervention variations 5.10 Statistical Validity - Effect Size Estimation and Completeness of Reporting This was a combination of two of original criteria from the What Works Clearinghouse. (3) Yes - the effect sizes were reported for all outcomes and appear to be accurately estimated (1) Maybe yes - sufficient statistical information was reported to allow precise effect size calculations for most measured outcomes Maybe no - effect sizes can be calculated only for some outcome measures due to insufficient reporting No - no effect sizes can be calculated due to the lack of crucial statistical information or reported effect sizes are inaccurately estimated 5.11 Total Score = QUALITY INDEX: Low (0-14) Medium (15-21) High (22-26) (enter index on first page)

8 6. QUALITATIVE ANALYSIS: (If NA, leave blank) 6.01 Purpose of qualitative approach: Theory Building Interpretive/Descriptive 6.02 Data collection methods used (check all that apply): Observation of nonparticipants Observation of participants Focus Groups Interviews Document review Questionnaires or Surveys 6.03 Data Analysis/Analyses (check all that apply): Content Analysis Constant comparative method Inductive 6.04 Findings/Conclusions: What are the relevant findings/conclusions from this study that support the synthesis? 7. QUALITATIVE INSTRUMENT: (If NA, leave blank) Confirmability/statistical conclusion validity (the ability for other to examine all data sources and processes to assure that the findings are grounded in the data) 7.01 Were any of the following used in the study? Member checking (asking source to confirm report) Expert/peer review Audit trail (If 2 or more were used rate as yes, if only 1 was used rate partially) Yes Partially (1) No 7.02 Did the study control for researcher effects? Used unobtrusive measures Included variety of informants Disclosed purpose of study and intentions to informants Triangulated data from two or more sources (If 2 or more were used rate as yes, if only 1 was used rate partially) Yes (3) Partially No

9 7. QUALITATIVE INSTRUMENT (continued): (If NA, leave blank) Dependability/Construct validity (the use of methods and techniques to assure that the study's results can be trusted) 7.03 Are the research questions clear, and are the features of the study design congruent with them? Yes (3) Partially No 7.04 Were data collected across the full range of appropriate settings, time, respondents, and so on suggested by the research questions? Yes (4) Partially (3) No 7.05 Was analysis clearly described? Yes (3) Partially No Credibility/Internal Validity (The findings are credible to the reader and the researcher has used techniques to ensure the credibility of findings.) 7.06 Are multiple sources of evidence and/or data collection methods used to produce converging conclusions? Yes (4) Partially (3) No If no, is there a coherent explanation for this? Yes (3) Partially No 7.07 Were any of the following conducted? Search for disconfirming evidence Negative case analysis Generation of rival hypotheses/explanations analytic approach to ensuring internal validity: (If 2 or more were used rate as yes, if only 1 was used rate partially) Yes (4) Partially (3) No 7.08 Were constructs clearly defined? Yes (3) Partially No

10 7. QUALITATIVE INSTRUMENT (continued): (If NA, leave blank) Transferability/External Validity (the provision of sufficient "thick description" to enable the reader to decide whether the concepts or themes can be transferred to another setting) 7.09 Are the characteristics of the original sample of persons, settings, processes (etc.) fully described enough for readers to assess the potential transferability, appropriateness for their own settings? Yes (3) Partially No 7.10 Does the researcher define the scope and the boundaries of reasonable generalizations from the study? Yes Partially (1) No 7.11 Total Score = QUALITY INDEX: Low (0-9) Medium (10-21) High (22-31) (enter index on first page) - END OF CODING INSTRUMENT- This instrument was adapted from the instrument used to codify studies for "The Effectiveness of Out-of-School-Time Strategies in Assisting Low-Achieving Students in Reading and Mathematics: A Research Synthesis." (2004) Regional Educational Laboratory Contract #ED-01-CO-0006, Deliverable # The study was prepared for the Institute of Education Sciences, Department of Education, Washington, D.C. The study was prepared by Patricia A. Lauer, Motoko Akiba, Stephanie B. Wilkerson, Helen S. Apthorp, David R. Snow, and Mya Martin-Glenn.

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