Vivian C. Wong
Correspondence Measures for Assessing Replication Success
Topics: MethodsTags: EfficacyGiven recent evidence challenging the replicability of results in the social and behavioral sciences, critical questions have been raised about appropriate measures for determining replication success in comparing effect estimates across studies. At issue is the fact that… more →
Experimental Evidence on the Robustness of Coaching Supports in Teacher Education
Topics: Teacher and Leader DevelopmentMany novice teachers learn to teach “on-the-job,” leading to burnout and attrition among teachers and negative outcomes for students in the long term. Pre-service teacher education is tasked with optimizing teacher readiness, but there is a lack of causal evidence regarding effective ways for… more →
Using Semantic Similarity to Assess Adherence and Replicability of Intervention Delivery
Topics: MethodsTags: Instructional coaching, EfficacyResearchers are rarely satisfied to learn only whether an intervention works, they also want to understand why and under what circumstances interventions produce their intended effects. These questions have led to increasing calls for implementation research to be… more →
Design-Based Approaches to Causal Replication Studies
Topics: MethodsTags:Recent interest to promote and support replication efforts assume that there is well-established methodological guidance for designing and implementing these studies. However, no such consensus exists in the methodology literature. This article addresses these challenges by describing design-… more →
The Effects of Full-day Pre-kindergarten: Experimental Evidence of Impacts on Children’s School Readiness
This study is a randomized control trial of full- versus half-day pre-kindergarten in a school district near Denver, Colorado. Four-year-old children were randomly assigned an offer of half-day (four days/week) or full-day (five days/week) pre-k that increased class time by over 600 hours. The… more →