Jessaca Spybrook
Jessaca Spybrook
Bestätigte E-Mail-Adresse bei wmich.edu
Titel
Zitiert von
Zitiert von
Jahr
Optimal design for longitudinal and multilevel research: Documentation for the “Optimal Design” software
J Spybrook, SW Raudenbush, X Liu, R Congdon, A Martínez
Survey Research Center of the Institute of Social Research at University of …, 2006
417*2006
Are principal background and school processes related to teacher job satisfaction? A multilevel study using schools and staffing survey 2003-04
J Shen, JM Leslie, JK Spybrook, X Ma
American Educational Research Journal 49 (2), 200-230, 2012
2542012
Strategies for improving precision in group-randomized experiments
SW Raudenbush, A Martinez, J Spybrook
Educational Evaluation and Policy Analysis 29 (1), 5-29, 2007
2492007
Optimal design software for multi-level and longitudinal research (Version 3.01)[Software]
SW Raudenbush, J Spybrook, R Congdon, X Liu, A Martinez, H Bloom, ...
221*2011
Optimal design software for multi-level and longitudinal research (Version 3.01)[Software]
SW Raudenbush, J Spybrook, R Congdon, X Liu, A Martinez, H Bloom, ...
203*2011
Literacy coaching to improve student reading achievement: A multi-level mediation model
LC Matsumura, HE Garnier, J Spybrook
Learning and Instruction 25, 35-48, 2013
1122013
An examination of the precision and technical accuracy of the first wave of group-randomized trials funded by the Institute of Education Sciences
J Spybrook, SW Raudenbush
Educational Evaluation and Policy Analysis 31 (3), 298-318, 2009
922009
Development and evaluation of the social-emotional learning scale
CLS Coryn, JK Spybrook, SDH Evergreen, M Blinkiewicz
Journal of Psychoeducational Assessment 27 (4), 283-295, 2009
812009
Optimal design for longitudinal and multilevel research: Documentation for the optimal design software version 3.0
J Spybrook, H Bloom, R Congdon, C Hill, A Martinez, S Raudenbush
Ann Arbor: University of Michigan. Retrieved from http://sitemaker. umich …, 2011
702011
Optimal design software for multi-level and longitudinal research (Version 3.01)
SW Raudenbush, J Spybrook, R Congdon, X Liu, A Martinez, H Bloom, ...
Retrieved April 2, 2016, 2011
652011
The effect of content-focused coaching on the quality of classroom text discussions
LC Matsumura, HE Garnier, J Spybrook
Journal of Teacher Education 63 (3), 214-228, 2012
642012
Progress in the past decade: An examination of the precision of cluster randomized trials funded by the US Institute of Education Sciences
J Spybrook, R Shi, B Kelcey
International Journal of Research & Method in Education 39 (3), 255-267, 2016
462016
An empirical investigation of variance design parameters for planning cluster-randomized trials of science achievement
CD Westine, J Spybrook, JA Taylor
Evaluation Review 37 (6), 490-519, 2013
432013
Power for detecting treatment by moderator effects in two-and three-level cluster randomized trials
J Spybrook, B Kelcey, N Dong
Journal of Educational and Behavioral Statistics 41 (6), 605-627, 2016
372016
Power, sample size, and design
J Spybrook
Multilevel modeling of educational data, 273-311, 2008
372008
Hierarchical linear model: thinking outside the traditional repeated-measures analysis-of-variance box
M Lininger, J Spybrook, CC Cheatham
Journal of athletic training 50 (4), 438-441, 2015
342015
Statistical power for causally defined indirect effects in group-randomized trials with individual-level mediators
B Kelcey, N Dong, J Spybrook, K Cox
Journal of Educational and Behavioral Statistics 42 (5), 499-530, 2017
282017
Optimal design for multi-level and longitudinal research
X Liu, J Spybrook, R Congdon, A Martinez, S Raudenbush
Ann Arbor, MI: University of Michigan, Survey Research Center of the …, 2006
282006
Power analyses for moderator effects in three-level cluster randomized trials
N Dong, B Kelcey, J Spybrook
The Journal of Experimental Education 86 (3), 489-514, 2018
262018
Assessing the precision of multisite trials for estimating the parameters of a cross-site population distribution of program effects
HS Bloom, J Spybrook
Journal of Research on Educational Effectiveness 10 (4), 877-902, 2017
252017
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