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131.
Ben Kelcey Jessaca Spybrook Geoffrey Phelps Nathan Jones Jiaqi Zhang 《Journal of Experimental Education》2017,85(3):389-410
We develop a theoretical and empirical basis for the design of teacher professional development studies. We build on previous work by (a) developing estimates of intraclass correlation coefficients for teacher outcomes using two- and three-level data structures, (b) developing estimates of the variance explained by covariates, and (c) modifying the conventional optimal design framework to include differential covariate costs so as to capture the point at which the cost of collecting a covariate overtakes the reduction in variance it supplies. We illustrate the use of these estimates to explore the absolute and relative sensitivity of multilevel designs in teacher professional development studies. The results from these analyses are intended to guide researchers in making more-informed decisions about the tradeoffs and considerations involved in selecting study designs for assessing the impacts of professional development programs. 相似文献
132.
College age bodybuilders were compared by sex (female, male) and steroid intake (nonuse, use) on two variables: body image dissatisfaction and body image distortion. Results of 2 × 2 ANOVAs (sex by steroid use) revealed only a significant effect for gender on body distortion. No steroid‐use differences were apparent for either body image dissatisfaction or body image distortion. Further analyses indicated that female bodybuilders were equally split between desiring more muscle bulk versus a thinner frame, whereas the majority of male bodybuilders wanted to build more muscle mass. These results are compared to previous research with non‐bodybuilders wherein body image dissatisfaction was unidirectional for females (i.e., all desired slimness) yet bidirectional for males (i.e., some aspired to increased muscle mass whereas others sought a reduction in body fat). © 2001 John Wiley & Sons, Inc. 相似文献