SRI-Teknisk rapport-sen.v13 - DPU
SRI-Teknisk rapport-sen.v13 - DPU
SRI-Teknisk rapport-sen.v13 - DPU
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L.3 Which statistical methods, if any, were used in<br />
the analysis?<br />
L.4 Did the study address multiplicity by reporting<br />
ancillary analyses, including sub-group analyses<br />
and adjusted analyses, and do the authors report<br />
on whether these were pre-specified or exploratory?<br />
L.5 Do the authors describe strategies used in the<br />
analysis to control for bias from confounding variables?<br />
L.6 For evaluation studies that use prospective<br />
allocation, please specify the basis on which data<br />
analysis was carried out.<br />
across content areas:<br />
• MSPAP Familiarity (~6 items): (a) teachers’ general<br />
familiarity with the<br />
MSPAP (i.e., purpose, format); (b) teachers’ familiarity<br />
with MSPAP results<br />
(i.e., ability to interpret, use, and explain results)<br />
• MSPAP Support (~7 items): (a) teachers’ general<br />
support for the MSPAP<br />
(i.e., holding schools accountable, beliefs); (b)<br />
teachers’ support of the<br />
MSPAP for instructional purposes<br />
• Current Instruction and Assessment in the Classroom<br />
(~20 items): (a) degree<br />
to which instruction and assessment reflected each<br />
of the state-defined learning<br />
outcome standards; (b) extent to which instruction<br />
and assessment reflected<br />
reform-oriented problem types • Change in Instruction<br />
and Assessment from 1993 to 1997–1998 (~20<br />
items):<br />
(a) change in emphasis on learning outcomes; (b)<br />
change in emphasis on the<br />
use of reform-oriented problem types<br />
• MSPAP’s Impact on Classroom Instruction and<br />
Assessment (~6 items): (a)<br />
extent to which the MSPAP influenced changes in<br />
the classroom<br />
• Professional Development Support for MSPAP (~8<br />
items): (a) types of activities<br />
related to the MSPAP; (b) amount of professional<br />
development support<br />
Across the content areas, CFA results supported the<br />
different dimensions just<br />
specified. Nonsignificant chi-square statistics for<br />
models reflecting the preceding<br />
structure were found.<br />
Details<br />
In this study, the growth models were estimated by<br />
using the SEM program AMOS<br />
No (please specify)<br />
the study does not address multiplicity by reporting<br />
ancillary analyses, including sub-group analyses and<br />
adjusted analyses.<br />
No<br />
Not applicable (not an evaluation study with prospective<br />
allocation)<br />
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