Inconsistent reporting of critical facets of classroom interventions and their related impact evaluations hinders the field’s ability to describe and synthesize the existing evidence base. In this essay, we present a set of reporting guidelines intended to steer authors of classroom intervention studies toward providing more systematic reporting of key intervention features and setting-level factors that may affect interventions’ success. The guidelines were iteratively developed using recommendations and feedback from scholars active in conducting and synthesizing classroom intervention research. This effort aims to open wider the ‘black box’ in classroom research, communicating key information with more precision and detail to practitioners and future researchers, and permitting the field to more efficiently accumulate and synthesize findings on classroom interventions, determining what works, for whom, and under what conditions.
Structured Reporting Guidelines for Classroom Intervention Research
Keywords
impact evaluations; meta-analyses; classroom interventions
Education level
Document Object Identifier (DOI)
10.26300/50m5-8x28
EdWorkingPaper suggested citation:
Hill, Heather C., Kathleen Lynch, and Joshua R. Polanin. (). Structured Reporting Guidelines for Classroom Intervention Research. (EdWorkingPaper:
-1022). Retrieved from
Annenberg Institute at Brown University: https://doi.org/10.26300/50m5-8x28Related Resources from the EdExchange
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