Structured Reporting Guidelines for Classroom Intervention Research.
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| Title: | Structured Reporting Guidelines for Classroom Intervention Research. |
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| Authors: | Hill, Heather C.1 (AUTHOR) heather_hill@gse.harvard.edu, Lynch, Kathleen2 (AUTHOR), Polanin, Joshua R.3 (AUTHOR) |
| Source: | Journal of Research on Educational Effectiveness. Jan-Mar2026, Vol. 19 Issue 1, p226-271. 46p. |
| Subject Terms: | *Educational intervention, *Documentation standards, *Research methodology, *Program effectiveness (Education), *Early childhood education, *Education research methodology, Scientific method |
| Abstract: | 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 PK-12 classroom intervention studies toward providing more systematic reporting of key intervention features and setting-level factors that may affect interventions' success. We developed the guidelines through an iterative process, 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | 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 PK-12 classroom intervention studies toward providing more systematic reporting of key intervention features and setting-level factors that may affect interventions' success. We developed the guidelines through an iterative process, 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 19345747 |
| DOI: | 10.1080/19345747.2025.2470322 |
