Jessaca Spybrook
Biographic Data
| ID | 2177054 |
|---|---|
| NAME | Jessaca Spybrook |
| GIVEN NAMES | Jessaca |
| FAMILY NAME | Spybrook |
| SIGNATURE | SPYBROOK J |
| AFFILIATIONS | Western Michigan University |
| ORCID | 0000-0003-1768-6187 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Statistical Power for Moderation in Three-Level Multisite Individual Randomized Trials and Consequences of Ignoring a Level of Nesting
Three-level multisite individual randomized trials (MIRTs), in which individuals are nested within teachers and schools and randomly assigned to treatment or control conditions, provide a robust framework for assessing overall intervention effects and moderation at multiple levels. This study develops a statistical framework for designing three-level MIRTs to evaluate moderated treatment effects and examines the impact of ignoring one level of ne…
A practical guide to causal moderation analysis for investigating the role of context, identity, and culture in intervention research
Design and analysis of cluster randomized trials
Sample Size Planning in the Design of Two-Level Randomized Cost-Effectiveness Trials
This study introduces recent advances in statistical power analysis methods and tools for designing and analyzing randomized cost-effectiveness trials (RCETs) to evaluate the causal effects and costs of social work interventions. The article focuses on two-level designs, where, for example, students are nested within schools, with interventions applied either at the school level (cluster design) or student level (multisite design). We explore thr…
Identifying and Estimating Causal Moderation for Treated and Targeted Subgroups
Extant literature on moderation effects narrowly focuses on the average moderated treatment effect across the entire sample (AMTE). Missing is the average moderated treatment effect on the treated (AMTT) and other targeted subgroups (AMTS). Much like the average treatment effect on the treated (ATT) for main effects, the AMTS changes the target of inferences from the entire sample to targeted subgroups. Relative to the AMTE, the AMTS is identifie…
The effect of a student–teacher–scientist partnership program on high school students' science achievement and attitudes about scientists
This article describes the effects of a student–teacher–scientist partnership program on high school students' science outcomes. The design was a cluster‐randomized trial with an analytic sample of 36 teachers randomly assigned to teach a photosynthesis‐ and respiration‐focused module including student‐designed investigations supported by online mentoring from scientists. Forty‐nine teachers were randomly assigned to teach photosynthesis and resp…
Power and Sample Size Determination for Multilevel Mediation in Three-Level Cluster-Randomized Trials
Mediation analyses supply a principal lens to probe the pathways through which a treatment acts upon an outcome because they can dismantle and test the core components of treatments and test how these components function as a coordinated system or theory of action. Experimental evaluation of mediation effects in addition to total effects has become increasingly common but literature has developed only limited guidance on how to plan mediation stu…
Exploring treatment impact heterogeneity across sites
Toward a System of Evidence for All
As a result of the evidence-based decision-making movement, the number of randomized trials evaluating educational programs and curricula has increased dramatically over the past 20 years. Policy makers and practitioners are encouraged to use the results of these trials to inform their decision making in schools and school districts. At the same time, however, little is known about the schools taking part in these randomized trials, both regardin…
Closing Achievement Gaps
The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White…
Rees
Calls for improving transparency across the social science are increasing. One strategy that is gaining momentum in the quest to increase transparency is the practice of preregistering a study and analysis plan prior to conducting a study. In this article, we examine the potential of preregistration as a strategy for increasing transparency in education studies. We review existing registries within the social sciences and provide a rationale for …
Experimental Power for Indirect Effects in Group-randomized Studies with Group-level Mediators
Mediation analyses have provided a critical platform to assess the validity of theories of action across a wide range of disciplines. Despite widespread interest and development in these analyses, literature guiding the design of mediation studies has been largely unavailable. Like studies focused on the detection of a total or main effect, an important design consideration is the statistical power to detect indirect effects if they exist. Unders…
Integrated Dual Disorder Treatment
Effective evidence-based practice (EBP) implementation is crucial to eliminating the science-to-service gap and getting the research into a usable form for social workers and other practitioners. When EBPs are developed, their implementation over time in large-scale models is often not well researched or understood. In an analysis of integrated dual disorder treatment (IDDT) implementation and fidelity for 2006–2012 among 68 teams in one entire s…
Integrated Dual Disorder Treatment Implementation in a Large State Sample
Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using Schools and Staffing Survey 2003-04
Using nationally representative samples for public school teachers and principals, the authors inquired into whether principal background and school processes are related to teacher job satisfaction. Employing hierarchical linear modeling (HLM), the authors were able to control for background characteristics at both the teacher and school levels. They found that 17% of the total variance in teacher job satisfaction is between schools, a statistic…
The Effect of Content-Focused Coaching on the Quality of Classroom Text Discussions
This study examines the effect of a comprehensive literacy-coaching program focused on enacting a discussion-based approach to reading comprehension instruction (content-focused coaching [CFC]) on the quality of classroom text discussions over 2 years. The study used a cluster-randomized trial in which schools were assigned to either CFC or standard practice in the district for literacy coaching. Observers rated classroom text discussions signifi…
Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using Schools and Staffing Survey 2003-04
Using nationally representative samples for public school teachers and principals, the authors inquired into whether principal background and school processes are related to teacher job satisfaction. Employing hierarchical linear modeling (HLM), the authors were able to control for background characteristics at both the teacher and school levels. They found that 17% of the total variance in teacher job satisfaction is between schools, a statistic…
The Effect of Content-Focused Coaching on the Quality of Classroom Text Discussions
This study examines the effect of a comprehensive literacy-coaching program focused on enacting a discussion-based approach to reading comprehension instruction (content-focused coaching [CFC]) on the quality of classroom text discussions over 2 years. The study used a cluster-randomized trial in which schools were assigned to either CFC or standard practice in the district for literacy coaching. Observers rated classroom text discussions signifi…
Closing Achievement Gaps
The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White…
Integrated Dual Disorder Treatment
Effective evidence-based practice (EBP) implementation is crucial to eliminating the science-to-service gap and getting the research into a usable form for social workers and other practitioners. When EBPs are developed, their implementation over time in large-scale models is often not well researched or understood. In an analysis of integrated dual disorder treatment (IDDT) implementation and fidelity for 2006–2012 among 68 teams in one entire s…
Integrated Dual Disorder Treatment Implementation in a Large State Sample
Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using Schools and Staffing Survey 2003-04
Using nationally representative samples for public school teachers and principals, the authors inquired into whether principal background and school processes are related to teacher job satisfaction. Employing hierarchical linear modeling (HLM), the authors were able to control for background characteristics at both the teacher and school levels. They found that 17% of the total variance in teacher job satisfaction is between schools, a statistic…
The Effect of Content-Focused Coaching on the Quality of Classroom Text Discussions
This study examines the effect of a comprehensive literacy-coaching program focused on enacting a discussion-based approach to reading comprehension instruction (content-focused coaching [CFC]) on the quality of classroom text discussions over 2 years. The study used a cluster-randomized trial in which schools were assigned to either CFC or standard practice in the district for literacy coaching. Observers rated classroom text discussions signifi…
Integrated Dual Disorder Treatment Implementation in a Large State Sample
Experimental Power for Indirect Effects in Group-randomized Studies with Group-level Mediators
Mediation analyses have provided a critical platform to assess the validity of theories of action across a wide range of disciplines. Despite widespread interest and development in these analyses, literature guiding the design of mediation studies has been largely unavailable. Like studies focused on the detection of a total or main effect, an important design consideration is the statistical power to detect indirect effects if they exist. Unders…
Integrated Dual Disorder Treatment
Effective evidence-based practice (EBP) implementation is crucial to eliminating the science-to-service gap and getting the research into a usable form for social workers and other practitioners. When EBPs are developed, their implementation over time in large-scale models is often not well researched or understood. In an analysis of integrated dual disorder treatment (IDDT) implementation and fidelity for 2006–2012 among 68 teams in one entire s…
Rees
Calls for improving transparency across the social science are increasing. One strategy that is gaining momentum in the quest to increase transparency is the practice of preregistering a study and analysis plan prior to conducting a study. In this article, we examine the potential of preregistration as a strategy for increasing transparency in education studies. We review existing registries within the social sciences and provide a rationale for …
Power and Sample Size Determination for Multilevel Mediation in Three-Level Cluster-Randomized Trials
Mediation analyses supply a principal lens to probe the pathways through which a treatment acts upon an outcome because they can dismantle and test the core components of treatments and test how these components function as a coordinated system or theory of action. Experimental evaluation of mediation effects in addition to total effects has become increasingly common but literature has developed only limited guidance on how to plan mediation stu…
Exploring treatment impact heterogeneity across sites
Toward a System of Evidence for All
As a result of the evidence-based decision-making movement, the number of randomized trials evaluating educational programs and curricula has increased dramatically over the past 20 years. Policy makers and practitioners are encouraged to use the results of these trials to inform their decision making in schools and school districts. At the same time, however, little is known about the schools taking part in these randomized trials, both regardin…
Closing Achievement Gaps
The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White…
The effect of a student–teacher–scientist partnership program on high school students' science achievement and attitudes about scientists
This article describes the effects of a student–teacher–scientist partnership program on high school students' science outcomes. The design was a cluster‐randomized trial with an analytic sample of 36 teachers randomly assigned to teach a photosynthesis‐ and respiration‐focused module including student‐designed investigations supported by online mentoring from scientists. Forty‐nine teachers were randomly assigned to teach photosynthesis and resp…
Identifying and Estimating Causal Moderation for Treated and Targeted Subgroups
Extant literature on moderation effects narrowly focuses on the average moderated treatment effect across the entire sample (AMTE). Missing is the average moderated treatment effect on the treated (AMTT) and other targeted subgroups (AMTS). Much like the average treatment effect on the treated (ATT) for main effects, the AMTS changes the target of inferences from the entire sample to targeted subgroups. Relative to the AMTE, the AMTS is identifie…
Design and analysis of cluster randomized trials
Sample Size Planning in the Design of Two-Level Randomized Cost-Effectiveness Trials
This study introduces recent advances in statistical power analysis methods and tools for designing and analyzing randomized cost-effectiveness trials (RCETs) to evaluate the causal effects and costs of social work interventions. The article focuses on two-level designs, where, for example, students are nested within schools, with interventions applied either at the school level (cluster design) or student level (multisite design). We explore thr…
A practical guide to causal moderation analysis for investigating the role of context, identity, and culture in intervention research
Statistical Power for Moderation in Three-Level Multisite Individual Randomized Trials and Consequences of Ignoring a Level of Nesting
Three-level multisite individual randomized trials (MIRTs), in which individuals are nested within teachers and schools and randomly assigned to treatment or control conditions, provide a robust framework for assessing overall intervention effects and moderation at multiple levels. This study develops a statistical framework for designing three-level MIRTs to evaluate moderated treatment effects and examines the impact of ignoring one level of ne…
Psychology (15 works) · Medicine (10 works) · Advanced Causal Inference Techniques (7 works) · Mathematics (7 works) · Multilevel model (6 works) · Statistics (6 works) · Medical education (5 works) · Political science (5 works) · Randomized controlled trial (5 works) · Computer Science (4 works)