The evaluation used
a randomized experimental design to assess the effectiveness of Get Real and included 24 middle schools in the greater Boston area.
Our evaluation used
a randomized experimental design — the gold standard in impact evaluation research — to assess the effectiveness of Get Real.
Not exact matches
This article reviews the history and use of field experiments, particularly those used in four kinds of
experimental and quasi-
experimental design:
randomized experiments, regression discontinuity
designs, short interrupted time series, and nonrandomized experiments.
Participants completed 5 consecutive nights of sleep restriction (i.e., 6.5 hours in bed) and 5 nights of extended sleep (i.e., 10 hours in bed) in a
randomized, counterbalanced cross-over
experimental design, with a 2 - night washout between conditions.
The study employed a
randomized cross-over
design in which each subject completed three
experimental trials.
In a
randomized cross-over
design, 8 physically active males completed three
experimental trials comprising resistance exercise (8 × 5 reps leg extension, 80 % 1 repetition maximum) followed by continuous (30 min, 63 % peak power output (PPO)-RRB- and high intensity interval (10 × 30 s, 110 % PPO) cycling.
The study used a school - level,
randomized,
experimental design involving 113 teachers and 1,371 ninth - and 10th - grade students in 60 high schools from eight metropolitan regions in the United States.
Voucher Effects Researchers over the past decade have focused on evaluating voucher programs using
experimental research
designs called
randomized control trials (RCTs).
Strong — at least one well -
designed and well - implemented
experimental study (i.e., a
randomized controlled trial).
Schrum et al. (2005) reminded us that the U.S. Department of Education's gold standard for educational research involves
randomized,
experimental designs with treatment and control groups.
In addition, reviewers concerned with the possibility of contamination of control students by
experimental students in our earlier
randomized within - building study
design preferred a nonrandomized
design in which whole schools, rather than classrooms, were assigned to intervention or nonintervention conditions.
The MAPS study employed a
randomized experimental longitudinal
design with 113 stepfamilies shortly after marriage.
The
randomized clinical trial uses a mixed
design with three intervention conditions (one
experimental condition and two control conditions) and five assessment points.
This paper presents
experimental tests of the Oregon delinquency model applied within a
randomized design of an at - risk sample of single mothers and their elementary school - aged sons.