Browse by Topics
- Covid-19 Education Research for Recovery
- Early childhood
- K-12 Education
- Post-secondary education
- Access and admissions
- Education outside of school (after school, summer…)
- Educator labor markets
- Educator preparation, professional development, performance and evaluation
- Finance
- Inequality
- Markets (vouchers, choice, for-profits, vendors)
- Methodology, measurement and data
- Multiple outcomes of education
- Parents and communities
- Politics, governance, philanthropy, and organizations
- Program and policy effects
- Race, ethnicity and culture
- Standards, accountability, assessment, and curriculum
- Students with Learning Differences
Breadcrumb
Search EdWorkingPapers
Joshua R. Polanin
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.