27 results on '"Carly D. Robinson"'
Search Results
2. The Effects of Virtual Tutoring on Young Readers: Results from a Randomized Controlled Trial. EdWorkingPaper No. 24-955
- Author
-
Annenberg Institute for School Reform at Brown University, Carly D. Robinson, Cynthia Pollard, Sarah Novicoff, Sara White, and Susanna Loeb
- Abstract
In-person tutoring has been shown to improve academic achievement. Though less well-researched, virtual tutoring has also shown a positive effect on achievement but has only been studied in grade five or above. We present findings from the first randomized controlled trial of virtual tutoring for young children (grades K-2). Students were assigned to 1:1 tutoring, 2:1 tutoring, or a control group. Assignment to any virtual tutoring increased early literacy skills by 0.05-0.08 SD with the largest effects for 1:1 tutoring (0.07-0.12 SD). Students initially scoring well below benchmark and first graders experienced the largest gains from 1:1 tutoring (0.15 and 0.20 SD, respectively). Effects are smaller than typically seen from in-person early literacy tutoring programs but still positive and statistically significant, suggesting promise particularly in communities with in-person staffing challenges. [On Your Mark and Uplift Education were partners in this research and additional support was provided by the National Student Support Accelerator Team.]
- Published
- 2024
3. Answering the Call: How Changes to the Salience of Job Characteristics Affects College Students' Decisions. EdWorkingPaper No. 24-956
- Author
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Annenberg Institute for School Reform at Brown University, Carly D. Robinson, Katharine Meyer, Chasity Bailey-Fakhoury, Amirpasha Zandieh, and Susanna Loeb
- Abstract
College students make job decisions without complete information. As a result, they may rely on misleading heuristics ("interesting jobs pay badly") and pursue options misaligned with their goals. We test whether highlighting job characteristics changes decision making. We find increasing the salience of a job's monetary benefits increases the likelihood college students apply by 196%. In contrast, emphasizing prosocial, career, or social benefits has no effect, despite students identifying these benefits as primary motivators for applying. The study highlights the detrimental incongruencies in students' decision making alongside a simple strategy for recruiting college students to jobs that offer enriching experiences.
- Published
- 2024
4. Reflections on the Registered Report Process for 'Taking It to the Next Level: A Field Experiment to Improve Instructor-Student Relationships'
- Author
-
Carly D. Robinson, Whitney Scott, and Michael A. Gottfried
- Subjects
Education - Published
- 2020
- Full Text
- View/download PDF
5. Taking It to the Next Level: A Field Experiment to Improve Instructor-Student Relationships in College
- Author
-
Carly D. Robinson, Whitney Scott, and Michael A. Gottfried
- Subjects
Education - Abstract
Competing in today’s workforce increasingly requires earning a college degree, yet almost half of all enrolled undergraduates do not graduate. As the costs of dropping out of college continue to rise, instructor-student relationships may be a critical yet underexplored avenue for improving college student outcomes. The present study attempts to replicate and extend a prior study that improved teacher-student relationships at the high school level in a college setting. In this registered report, we test whether an intervention that highlights instructor-student commonalities improves similarity, instructor-student relationships, academic achievement, and persistence for undergraduate students in a large, diverse public university. We found that the intervention increased perceptions of similarity but not downstream relational or academic outcomes. Our exploratory analyses provide one of the first investigations suggesting that instructor-student relationships predict an array of consequential student outcomes in college. These findings show a notable relationship gap: instructors perceived less positive relationships with certain student groups, but on average, students perceived equally positive relationships with their instructors.
- Published
- 2019
- Full Text
- View/download PDF
6. Some Middle School Students Want Behavior Commitment Devices (but Take-Up Does Not Affect Their Behavior)
- Author
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Carly D. Robinson, Gonzalo A. Pons, Angela L. Duckworth, and Todd Rogers
- Subjects
behavioral interventions ,youth ,self-control ,commitment device ,educational intervention ,eating behavior ,Psychology ,BF1-990 - Abstract
Commitment devices impose costs on one's future self for failing to follow through on one's intentions, offer no additional benefit to one's future self for following through on the intention, and people voluntarily enroll in them. Enrollment in commitment devices reflects self-awareness that one may lack sufficient self-control to fulfill one's intentions. There is little experimental research on whether school-age children possess the self-awareness necessary to enroll in a commitment device, despite evidence that children and young adolescents have many positive intentions that they fail to live up to, such as demonstrating improved school conduct or eating healthier. We report the first field experiment examining the demand for, and impact of, commitment devices among middle school students. We offered students a commitment device that imposed future costs for failing to improve in-school conduct. When presented with the opportunity to actively opt-in (default not enrolled), over one-third of students elected to enroll. When presented with the opportunity to actively opt-out (default enrolled), more than half elected to remain enrolled, showing that changing default options can increase commitment device enrollment. Despite demand for the self-control strategy, taking-up the commitment device did not affect student behavior. These findings have implications for youth-based behavioral interventions broadly, as well as those focused on eating behaviors.
- Published
- 2018
- Full Text
- View/download PDF
7. Worth more than 1000 words: how photographs can bolster viewers’ valuing of biodiversity
- Author
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Hunter Gehlbach, Carly D Robinson, Christine Vriesema, Eddie Bernal, and Ursula K. Heise
- Subjects
Health, Toxicology and Mutagenesis ,Management, Monitoring, Policy and Law ,Pollution ,Nature and Landscape Conservation ,Water Science and Technology - Abstract
SummaryFor many, declining biodiversity represents an emotionally and psychologically distant ‘cost’ – similar to how a number of people perceive climate change. Using an expectancy-value theory framework, we showed participants photographs that visibly illustrated the threat of biodiversity loss. Specifically, we tested a combination of preregistered and exploratory hypotheses through an online experiment (n = 843) to understand whether viewing photographs of plants and animals (with and without captions) bolstered people’s valuing of biodiversity and willingness to donate to a nature-focused charity relative to a control group. Participants who viewed photographs (without captions) valued biodiversity more and donated more to the nature-focused charity; those who viewed photographs with captions showed similar though more muted (non-statistically significant) effects. Follow-up mediation analyses on the photographs-only participants suggested that the photographs may have catalysed negative emotions that increased valuing of biodiversity and, in turn, increased donations. This study provides preregistered evidence that thoughtfully selected photographs boost people’s valuing of biodiversity and exploratory evidence that the pathway through which that might occur is more likely via negative emotions than through reduced psychological distance. Educators, conservationists, journalists and others may find these results informative as they develop strategies for addressing the acute problem of biodiversity loss.
- Published
- 2022
8. 12 START Communicating Effectively: Best Practices for Educational Communications
- Author
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Jessica Lasky-Fink and Carly D. Robinson
- Published
- 2022
9. From old school to open science: The implications of new research norms for educational psychology and beyond
- Author
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Hunter Gehlbach and Carly D Robinson
- Subjects
Open science ,Compromise ,media_common.quotation_subject ,education ,05 social sciences ,050301 education ,Educational psychology ,Science education ,humanities ,050105 experimental psychology ,Credibility ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Engineering ethics ,Psychology ,0503 education ,Host (network) ,media_common - Abstract
Recently, scholars have noted how several “old school” practices—a host of well-regarded, long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly. Our introductory article contextualizes the special issue’s goals by: overviewing the historical context that led to open science norms (particularly in medicine and psychology); providing a conceptual map to illustrate the interrelationships between various old school as well as open science practices; and then describing educational psychologists’ opportunity to benefit from and contribute to the translation of these norms to novel research contexts. We conclude by previewing the articles in the special issue.
- Published
- 2021
10. Using Behavioral Insights to Improve School Administrative Communications: The Case of Truancy Notifications
- Author
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Todd Rogers, Hedy Chang, Carly D. Robinson, and Jessica Lasky-Fink
- Subjects
Medical education ,Randomized experiment ,Mandate ,Truancy ,Psychology ,Experimental research ,Education - Abstract
Many states mandate districts or schools notify parents when students have missed multiple unexcused days of school. We report a randomized experiment ( N = 131,312) evaluating the impact of sending parents truancy notifications modified to target behavioral barriers that can hinder effective parental engagement. Modified truancy notifications that used simplified language, emphasized parental efficacy, and highlighted the negative incremental effects of missing school reduced absences by 0.07 days in the 1 month following compared to the standard, legalistic, and punitively worded notification—an estimated 40% improvement over the standard truancy notification. This work illustrates how behavioral insights and randomized experiments can be used to improve administrative communications in education.
- Published
- 2021
11. The demotivating effect (and unintended message) of awards
- Author
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Carly D. Robinson, Todd Rogers, Monica G. Lee, and Jana Gallus
- Subjects
Organizational Behavior and Human Resource Management ,media_common.quotation_subject ,education ,05 social sciences ,Attendance ,050109 social psychology ,Context (language use) ,Differential effects ,humanities ,Surprise ,Incentive ,Empirical research ,0502 economics and business ,Student attendance ,0501 psychology and cognitive sciences ,Psychology ,Social psychology ,health care economics and organizations ,050203 business & management ,Applied Psychology ,media_common - Abstract
It is common for organizations to offer awards to motivate individual behavior, yet few empirical studies evaluate their effectiveness in the field. We report a randomized field experiment (N = 15,329) that tests the impact of two common types of symbolic awards: pre-announced awards (prospective) and surprise awards (retrospective). The context is U.S. schools, where we explore how awards motivate student attendance. Contrary to our pre-registered hypotheses and organizational leaders’ expectations, the prospective awards did not on average improve behavior, and the retrospective awards decreased subsequent attendance. Moreover, we find a significant negative effect on attendance after prospective incentives were removed, which points to a crowding-out effect. Survey experiments probing the mechanisms suggest that awards may cause these unintended effects by inadvertently signaling that the target behavior (perfect attendance) is neither the social norm nor institutionally expected. In addition, receiving the retrospective award suggests to recipients that they have already outperformed the norm and what was expected of them, hence licensing them to miss school. Exploratory analyses shed further light on differential effects of awards by age and performance.
- Published
- 2021
12. Addressing the vexing educational challenges of biodiversity loss: A photo-based intervention
- Author
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Hunter Gehlbach, Nan Mu, Rohan R. Arcot, Claire Chuter, Katherine J. Cornwall, Lisa Nehring, Carly D. Robinson, and Christine Calderon Vriesema
- Subjects
Developmental and Educational Psychology ,Education - Abstract
As an educational problem, the accelerating loss of biodiversity—one of the planet’s most pressing issues—represents particularly intriguing challenge. First, although biodiversity loss unfolds around on a daily basis, many individuals struggle to see, comprehend, and care about it. In addition, educators addressing biodiversity loss must address multiple outcomes simultaneously. For people to value biodiversity, educators must attend to emotional, motivational, and behavioral dimensions as well as learners’ understanding of key concepts. Focusing on the valuing component of expectancy-value theory, we evaluated the potential of photographs to affect participants’ emotional reactions, valuing of biodiversity, pro-environmental behaviors and content-relevant learning. Through a preliminary, exploratory experiment ( N = 340 adults) and a preregistered, confirmatory experiment ( N = 1870 secondary school students), we found broadly consistent evidence that strategically selected photographs induced negative emotions, increased participants’ valuing of biodiversity, and motivated pro-environmental behavior. Meanwhile, we saw no evidence of deleterious (or positive) effects on participants’ learning when the photographs accompanied an informational text. We conclude by discussing how costs are conceptualized within expectancy-value theory, as well as the potential of photographs as a useful pedagogical strategy for broad array of environmental educators.
- Published
- 2022
13. A Framework for Motivating Teacher-Student Relationships
- Author
-
Carly D. Robinson
- Subjects
Developmental and Educational Psychology - Published
- 2022
- Full Text
- View/download PDF
14. Education and behavior1
- Author
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Mafalda Fontinha Mascarenhas, Hamish Evans, Emir Demić, Wing Yi Lam, Clair Davison, Aleksandra Yosifova, Kai Ruggeri, Thomas Lind Andersen, Silvana Mareva, Shannon P. Gibson, Carly D. Robinson, and Renata Hlavová
- Published
- 2021
15. Preregistration and Registered Reports
- Author
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Carly D Robinson
- Abstract
Pre-registration and registered reports are two of the most promising open science practices for increasing transparency in the scientific process. Pre-registration involves publishing a timestamped record of a study design, ideally before data collection and analysis, so that research consumers can discern which analytic decisions were set a priori and which were changed after seeing data. Registered reports take the idea of pre-registration one step further, and provide peer review at the pre-registration stage. Researchers submit a Phase I manuscript that contains the introduction, background and context, and methods section of a study, and these Phase I manuscripts are peer reviewed. If reviewed positively, manuscripts are given in-principle acceptance, where the editors agree that if the researchers conduct the study as pre-registered--or document the deviations from their plan--the study will be published without regard for the direction or magnitude of findings. In this manner, studies are judged by whether they address important questions and use well-designed methods, not on the basis of reaching specific benchmarks for significance or effect size. This article illustrates the emerging range of approaches to pre-registration and registered reports with examples from a variety of studies and from the first special issue in educational research devoted to Registered Reports.PLEASE DO NOT CITE YET:This article is part of a forthcoming journal Special Issue on Open Science in Education and currently under review. Carly Robinson is NOT the correct author, so please do not cite this article until it is updated with the correct authors' names. If you are interested in citing this work please either (a) check back at this url later -- we anticipated that the correct authors' names will be included no later than February 2021, or (b) contact Carly Robinson (carly_robinson@brown.edu) directly to see if the paper might be cited on an earlier time frame.
- Published
- 2020
16. Parent Engagement Interventions are Not Costless: Opportunity Cost and Crowd Out of Parental Investment
- Author
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Carly D. Robinson, Simon Burgess, Todd Rogers, and Raj Chande
- Subjects
Opportunity cost ,05 social sciences ,Psychological intervention ,050301 education ,Behavioural sciences ,Parental engagement ,Experimental research ,Crowding out ,Education ,Developmental psychology ,0502 economics and business ,050207 economics ,Educational interventions ,Parental investment ,Psychology ,0503 education - Abstract
Many educational interventions encourage parents to engage in their child’s education as if parental time and attention is limitless. Sadly, though, it is not. Successfully encouraging certain parental investments may crowd out other productive behaviors. A randomized field experiment (N = 2,212) assessed the impact of an intervention in which parents of middle and high school students received multiple text messages per week encouraging them to ask their children specific questions tied to their science curriculum. The intervention increased parent–child at-home conversations about science but did not detectably impact science test scores. However, the intervention decreased parent engagement in other, potentially productive, parent behaviors. These findings illustrate that parent engagement interventions are not costless: There are opportunity costs to shifting parental effort.
- Published
- 2020
- Full Text
- View/download PDF
17. Mitigating Illusory Results through Preregistration in Education
- Author
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Carly D. Robinson and Hunter Gehlbach
- Subjects
Research design ,business.industry ,Research methodology ,05 social sciences ,050301 education ,Public relations ,Scientific integrity ,050105 experimental psychology ,Education ,Educational research ,Documentation ,P-hacking ,0501 psychology and cognitive sciences ,Norm (social) ,business ,Psychology ,0503 education ,Social psychology ,Statistical hypothesis testing - Abstract
Like performance-enhancing drugs inflating apparent athletic achievements, several common social science practices contribute to the production of illusory results. In this article, we examine the processes that lead to illusory findings and describe their consequences. We borrow from an approach used increasingly by other disciplines—the norm of preregistering studies. Specifically, we examine how this practice of publicly posting documentation of one's prespecified hypotheses and other key decisions of a study prior to study implementation or data analysis could improve scientific integrity within education. In an attempt to develop initial guidelines to facilitate preregistrations in education, we discuss the types of studies that ought to be preregistered and the logistics of how educational researchers might execute preregistrations. We conclude with ideas for how researchers, reviewers, and the field of education more broadly might speed the adoption of this new norm.
- Published
- 2017
18. Questionnaires as interventions: can taking a survey increase teachers’ openness to student feedback surveys?
- Author
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Carly D. Robinson, Chris Benshoof, Jack Schneider, Ilana Finefter-Rosenbluh, and Hunter Gehlbach
- Subjects
Teaching method ,05 social sciences ,Applied psychology ,Psychological intervention ,050301 education ,050109 social psychology ,Experimental and Cognitive Psychology ,Regression analysis ,Bolster ,Education ,Rating scale ,Intervention (counseling) ,ComputingMilieux_COMPUTERSANDEDUCATION ,Developmental and Educational Psychology ,Openness to experience ,Cognitive dissonance ,0501 psychology and cognitive sciences ,Psychology ,0503 education ,Social psychology - Abstract
Administrators often struggle in getting teachers to trust their school’s evaluation practices – a necessity if teachers are to learn from the feedback they receive. We attempted to bolster teacher...
- Published
- 2017
19. Actions for Increasing the Credibility of Educational Research
- Author
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Paulo F. Carvalho, Bryan G. Cook, Joshua R de Leeuw, Emily Fyfe, Hunter Gehlbach, Robert Goldstone, Matthew C. Makel, David Thomas Mellor, Amanda Kay Montoya, Benjamin Motz, Scott J. Peters, Morgan S. Polikoff, Carly D Robinson, Janelle Sherman, and Kendal N. Smith
- Subjects
ComputingMilieux_COMPUTERSANDEDUCATION - Abstract
The purpose of education research is to better understand educational phenomena to inform policy and improve practice. Forward progress within any field is based on the validity and credibility of that field’s research base - educators cannot make informed decisions based on anecdotal evidence, opaque research practices, or on studies that cannot be replicated. Educational research is plagued by the same challenges as a number of fields - publication bias, barriers to research access, and seminal theories that have failed to replicate. This symposium will share four research practices that can increase the replicability and credibility of educational science. Each will be presented in terms of benefits and challenges for the researcher, the journal editor, and the educational knowledge base in general.
- Published
- 2019
20. Taking It to the Next Level: A Field Experiment to Improve Instructor-Student Relationships in College
- Author
-
Whitney Scott, Carly D. Robinson, and Michael A. Gottfried
- Subjects
Medical education ,college, instruction ,instructor-student relationships ,05 social sciences ,education ,050301 education ,Academic achievement ,academic intervention ,Education ,academic achievement ,Workforce ,Developmental and Educational Psychology ,ComputingMilieux_COMPUTERSANDEDUCATION ,College instruction ,0501 psychology and cognitive sciences ,Psychology ,lcsh:L ,0503 education ,Social Sciences (miscellaneous) ,050104 developmental & child psychology ,lcsh:Education - Abstract
Competing in today’s workforce increasingly requires earning a college degree, yet almost half of all enrolled undergraduates do not graduate. As the costs of dropping out of college continue to rise, instructor-student relationships may be a critical yet underexplored avenue for improving college student outcomes. The present study attempts to replicate and extend a prior study that improved teacher-student relationships at the high school level in a college setting. In this registered report, we test whether an intervention that highlights instructor-student commonalities improves similarity, instructor-student relationships, academic achievement, and persistence for undergraduate students in a large, diverse public university. We found that the intervention increased perceptions of similarity but not downstream relational or academic outcomes. Our exploratory analyses provide one of the first investigations suggesting that instructor-student relationships predict an array of consequential student outcomes in college. These findings show a notable relationship gap: instructors perceived less positive relationships with certain student groups, but on average, students perceived equally positive relationships with their instructors. American Educational Research Association
- Published
- 2019
21. Using Behavioral Insights to Improve Truancy Notifications
- Author
-
Carly D. Robinson, Jessica Lasky-Fink, Todd Rogers, and Hedy Chang
- Subjects
Work (electrical) ,Randomized experiment ,Applied psychology ,Mandate ,Truancy ,Psychology ,Parental engagement - Abstract
Many states mandate districts or schools notify parents when students have missed multiple unexcused days of school. We report a randomized experiment (N = 131,312) evaluating the impact of sending parents truancy notifications modified to target behavioral barriers that can hinder effective parental engagement. Modified truancy notifications that used simplified language, emphasized parental efficacy, and highlighted the negative incremental effects of missing school reduced absences by 0.07 days compared to the standard, legalistic, and punitively-worded notification — an estimated 40% improvement. This work illustrates how behavioral insights and randomized experiments can be used to improve administrative communications in education.
- Published
- 2019
22. Reflections on the Registered Report Process for 'Taking It to the Next Level: A Field Experiment to Improve Instructor-Student Relationships'
- Author
-
Michael A. Gottfried, Whitney Scott, and Carly D. Robinson
- Subjects
Persistence (psychology) ,Similarity (network science) ,Process (engineering) ,Field experiment ,Intervention (counseling) ,Developmental and Educational Psychology ,Mathematics education ,lcsh:L ,Psychology ,Social Sciences (miscellaneous) ,lcsh:Education ,Education - Published
- 2020
23. Education
- Author
-
Kai Ruggeri, Renata Hlavova, Thomas Lind Andersen, Hamish Evans, Silvana Mareva, and Carly D. Robinson
- Published
- 2018
24. The Demotivating Effect (and Unintended Message) of Retrospective Awards
- Author
-
Todd Rogers, Jana Gallus, Monica G. Lee, and Carly D. Robinson
- Subjects
media_common.quotation_subject ,education ,Attendance ,Context (language use) ,Differential effects ,humanities ,Surprise ,Incentive ,Empirical research ,Student attendance ,Psychology ,Social psychology ,health care economics and organizations ,media_common - Abstract
It is common for organizations to offer awards to motivate individual behavior, yet few empirical studies evaluate their effectiveness in the field. We report a randomized field experiment (N = 15,329) that tests the impact of two common types of symbolic awards: pre-announced awards (prospective) and surprise awards (retrospective). The context is U.S. schools, where we explore how awards motivate student attendance. Contrary to our pre-registered hypotheses and organizational leaders’ expectations, the prospective awards did not on average improve behavior, and the retrospective awards decreased subsequent attendance. Moreover, we find a significant negative effect on attendance after prospective incentives were removed, which points to a crowding-out effect. Survey experiments probing the mechanisms suggest that awards may cause these unintended effects by inadvertently signaling that the target behavior (perfect attendance) is neither the social norm nor institutionally expected. In addition, receiving the retrospective award suggests to recipients that they have already outperformed the norm and what was expected of them, hence licensing them to miss school. Exploratory analyses shed further light on differential effects of awards by age and performance.
- Published
- 2018
25. Reducing Student Absenteeism in the Early Grades by Targeting Parental Beliefs
- Author
-
Todd Rogers, Carly D. Robinson, Eric Dearing, and Monica G. Lee
- Subjects
Student absenteeism ,business.industry ,05 social sciences ,education ,Attendance ,050301 education ,Experimental research ,Education ,Intervention (counseling) ,Scale (social sciences) ,Mathematics education ,Absenteeism ,Medicine ,Student attendance ,0501 psychology and cognitive sciences ,business ,Psychology ,0503 education ,050104 developmental & child psychology ,Clinical psychology - Abstract
Attendance in kindergarten and elementary school robustly predicts student outcomes. Despite this well-documented association, there is little experimental research on how to reduce absenteeism in the early grades. This paper presents results from a randomized field experiment in 10 school districts evaluating the impact of a low-cost, parent-focused intervention on student attendance in grades K–5. The intervention targeted commonly held parental misbeliefs undervaluing the importance of regular K–5 attendance as well as the number of school days their child had missed. The intervention decreased chronic absenteeism by 15%. This study presents the first experimental evidence on how to improve student attendance in grades K–5 at scale and has implications for increasing parental involvement in education.
- Published
- 2017
26. Mitigating Illusory Results Through Pre-Registration in Education
- Author
-
Hunter Gehlbach and Carly D. Robinson
- Subjects
Educational research ,business.industry ,Performance-enhancing drugs ,P-hacking ,Norm (social) ,Public relations ,business ,Psychology ,Scientific integrity ,Pre-Registration - Abstract
Like performance enhancing drugs inflating apparent athletic achievements, several common social science practices contribute to the production of illusory results. In this article, we examine the processes that lead to illusory findings and describe their consequences. Borrowing from an approach used increasingly by other disciplines—the norm of pre-registering studies—we examine how this practice could improve scientific integrity within education. As an initial attempt to develop guidelines that facilitate pre-registrations in education, we discuss the types of studies that ought to be pre-registered and the logistics of how educational researchers might execute pre-registrations. We conclude with ideas for how researchers, reviewers, and the field of education more broadly might speed the adoption of this new norm.
- Published
- 2017
27. Forecasting student achievement in MOOCs with natural language processing
- Author
-
Justin Reich, Hunter Gehlbach, Carly D. Robinson, Michael Yeomans, and Chris S. Hulleman
- Subjects
Demographics ,Computer science ,business.industry ,Online learning ,05 social sciences ,Learning analytics ,050301 education ,02 engineering and technology ,computer.software_genre ,Expression (mathematics) ,020204 information systems ,Student achievement ,Online course ,0202 electrical engineering, electronic engineering, information engineering ,Artificial intelligence ,business ,0503 education ,computer ,Natural language processing - Abstract
Student intention and motivation are among the strongest predictors of persistence and completion in Massive Open Online Courses (MOOCs), but these factors are typically measured through fixed-response items that constrain student expression. We use natural language processing techniques to evaluate whether text analysis of open responses questions about motivation and utility value can offer additional capacity to predict persistence and completion over and above information obtained from fixed-response items. Compared to simple benchmarks based on demographics, we find that a machine learning prediction model can learn from unstructured text to predict which students will complete an online course. We show that the model performs well out-of-sample, compared to a standard array of demographics. These results demonstrate the potential for natural language processing to contribute to predicting student success in MOOCs and other forms of open online learning.
- Published
- 2016
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