Powering Up for the Head Start on Science Program: Using Power Analysis to Plan the Sample Size Required for a Multi-Site Cluster Randomized Trial
This intermediate session demonstrated how we conducted an a priori power analysis for a longitudinal,
multisite cluster randomized trial of an early childhood science education program, then later revised it to
accommodate budget changes suggested by the funder without compromising the viability of the study. We
covered how the research questions, design, and analysis plan informed the power analysis approach; the software
we used; and what the input parameters required actually represent. Then we discussed how we used both pilot
data and relevant literature to choose sensible values for those inputs; the potential impact of varying those
inputs; the assumptions we had to make; and how we accounted for likely consent rates and levels of attrition.
We emphasized throughout how the audience members may apply the process to planning their own largescale
evaluation studies to increase the ability to document results and improve competitiveness of proposals.
NSF and CADRE hosted a series of webinars providing an overview of the DR K-12 funding program and reviewing this year's DR K-12 solicitation. Here is a sample of some of the questions that came up during the webinars:
- Can you explain cost sharing?
- For a collaborative proposal, do we submit one or two Letters of Intent?
- What is the difference between STEM focus and STEM discipline? Both are listed in the RFP.
View a recording of each session's presentation, here:
- Friday, October 28: Watch the webinar Featured questions from this session:
- What is the 2 month salary rule for PIs?
- Do we need IRB approval before submitting the DR K-12 proposal?
- Are grants provided on a reimbursement basis or are funds provided upfront?
- Tuesday, November 1: Watch the webinar Featured questions from this session:
- Do all of the institutions and partners have to be decided by the Letter of Intent submission deadline?
- Can you address what you see as the distinction between the Cyberlearning solicitation and DR K-12?
- Would it be a disadvantage if the lead agency represents informal learning?
- Wednesday, November 2: Watch the webinar Featured questions from this session:
- Does NSF fund project whose co-PI is not U.S. citizen?
- Can more than one person be PI for the proposal?
- Do the maximum amounts for duration and budget imply a maximum per year?
- Should junior researchers limit themselves to exploratory grants to help their chances of getting funding?
To view a full list of question asked during the webinars, click here.
Revisions to this year’s solicitation include:
(1) Adjustments to the award amount and duration of Full Research and Development awards;
(2) A call for highly innovative learning materials into Strand 2 and the elimination of previous Challenge 5; and
(3) New deadlines for conference and workshop proposal submissions, which may no longer be submitted at any time during the year and are now due at the same deadline as all other DR K-12 proposals.
This is a 90-minute symposium.
The PowerPoint used in our presentation at the conference.
Citation for the paper is: Polman, J. L., Saul, E. W., Newman, A., Farrar, C., Singer, N., Turley, E., Pearce, L.,Hope, J., McCarty, G., and Graville, C. (2010). A cognitive apprenticeship for science literacy based on journalism. In K. Gomez, Lyons, L., & Radinsky, J. (Ed.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 61-68). Chicago, IL: International Society of the Learning Sciences.
Understanding the Fidelity of Implementation and Scalability of Mathematics Professional Development Curricula (Moeller, Seago, Borko)
Understanding the Fidelity of Implementation and Scalability of Mathematics Professional Development Curricula
Babette Moeller and Lynn Goldsmith, Education Development Center, Inc.; Hilda Borko, Stanford University; Jennifer Jacobs, University of Colorado;Nanette Seago, WestEd
Three DR-K12 projects investigating the implementation of mathematics professional
development programs by district-based facilitators discuss with participants their approaches to
assessing fidelity and preliminary findings.