RESEARCH METHODS

方法核心活动将应对与以下方面有关的具体挑战和机遇：(A)多层次 统计建模，(B)测量方法，(C)课堂观察性评估系统，以及 (D)组织结构计量和分析。在多水平统计建模方面，并利用 在吉本斯博士的领导下，我们将探索计算能力的开发方法，这些方法考虑到 三个级别的数据。这将允许更具体地设计未来涉及多个 多个环境中的个体的时间点和集群。此外，我们有独特的机会 测试Hedeker和Gibbons开发的新超级混合程序，这是SBIR奖的重点 N44MH32056通过分发LISREL和HIS的科学软件国际公司(SSI) 在其他高级统计程序中。SuperMix是一个通用程序，用于执行2级和3级 混合效应线性和非线性回归模型，用于连续、二元、有序、名义、 计数和事件响应时间数据。作为方法核心的一部分，Hedeker博士和Gibbons博士 邀请我们作为该计划的测试版网站，并使用超级混合计划建议的3级 对该发展中心的家长资助和先导研究进行分析。 舍恩瓦尔德博士还将协调创新混合方法研究的发展，以 更深入和更广泛地了解城市的心理社会和教学环境 教室。这种定性和定量方法的整合始于在 PRC试点和方法多种量化方法(多水平统计建模、 实施和调整了课堂观察评估系统和组织调查)。Dr。 Hopper将在我们的研究中提供咨询，以建立对定性研究的理解和技能 团队，并领导关于在城市学校使用和适应定性探究的讨论 设置。此外，拟议开发中心的两名首席研究人员目前或即将 研究培训补助金，咨询定性方法(Bman博士与Tanya Luhrman博士， 以及弗雷泽博士和玛丽·帕蒂略博士)。鉴于我们的网络中有丰富的定量和定性技能 研究人员，和城市贫困学校复杂而动态的背景下，我们将有机会工作 在混合方法团队中，开发写作和研究项目，将定性研究与主要 定量研究--包括但不限于原理研究核心试点--朝着更微妙的方向发展 对气候的性质和影响气候的因素以及 城市学校课堂(Shepard，Orsi，Mahon，&Carroll，2002)。 关于课堂过程的观察性编码，存在两个主要挑战。 这些源于这样一个事实，尽管有强有力的证据表明，班级测量的过程 和ICOS是课堂过程的有效指标，对预测学生的社交和 学术发展和教师效率，涉及广泛的社会经济和种族 小组(Hamre&Pianta，2005；NICHD ECCRN，2002；2003；Schafferet al.，1994)，没有 明显侧重于城市、高度贫困的环境。因此，一个挑战是检查在多大程度上 在这些环境中，课堂过程中的未开发维度可能会变得越来越重要 学生功能的预测者。第二，尽管课堂收视率在各种活动中往往非常稳定 在更多的全球样本中(NICHD ECCRN，2002)，课堂过程可能更依赖于语境 在城市贫困学校，班级组成、出勤率、 和压力。作为这个方法核心的一部分，我们将系统地评估假设的程度 在我们的高度贫困的城市教室的样本中，过程中潜在的稳定性得到了满足。第三，使用 在皮安塔博士和谢弗博士的领导下，我们将比较两个观测系统收集的数据， 一个关注关系结构(类)，另一个关注教学结构(ICO)，以便 评估这些构造在多大程度上相互独立、相互依赖和重叠 对学生成绩的预测。测量维度和观测方法论的适应性 解决这些挑战所产生的结果将反过来影响我们对 数据显示，课堂练习对学生的成绩至关重要。 最后，《公约》的适用带来了特殊的挑战和机遇。 针对城市学校和教室的独特背景，提出组织结构和措施。如上所述 以上是两篇独立的文献--一篇来自工业、商业和公共服务(例如，Glisson，2002)， 另一种来自教育和心理学(例如，Comer Etal.，1996；Rutter，1983；Trickett&Moos，1973)- 已经制定了不同的定义和方法来理解课堂气氛。系统化的 将第一种方法应用于城市学校-社区背景提供了考虑的机会 学校组织和课堂工作单位的独特性质，其中教师和 学生可以被视为“工作者”，对课堂和学校有着独特而重要的贡献 背景。挑战将是协调儿童发展、城市学校和组织方面的专业知识 关于创造有意义的措施和对城市课堂气氛的理解的理论 文化。

Methods Core activities will address specific challenges and opportunities associated with: (a) multilevel statistical modeling, (b) measurement methods, (c) classroom observational assessment systems, and (d) organizational construct measurement and analysis. In terms of the multi-level statistical modeling, and with the leadership of Dr. Gibbons, we will explore the development of methods for computing power that consider three levels of data. This will allow greater specificity with which to design future studies that involve multiple time points and clusters of individuals within multiple settings. In addition, we have the unique opportunity to test the new SuperMix program developed by Hedeker and Gibbons, which is the focus of SBIR award N44MH32056 through Scientific Software International (SSI), the company that distributes LISREL and HIM among other advanced statistical programs. SuperMix is a general program for performing 2- and 3-level mixed-effects linear and nonlinear regression models for analysis of continuous, binary, ordinal, nominal, count, and time-to-event response data. As a part of the Methods Core, Drs. Hedeker and Gibbons have invited us to be a beta-test site for the program and to use the SuperMix program for the proposed 3-level analyses for both the parent grant and the pilot studies in this Developing Center. Dr. Schoenwald also will coordinate the development of innovative mixed method studies toward understanding in greater depth and breadth the psychosocial and instructional environment of urban classrooms. This integration of qualitative and quantitative approaches begins with knowledge gained in the PRC pilots and Methods Core activities in which multiple quantitative methods (multi-level statistical modeling, classroom observational assessment systems, and organizational surveys) are implemented and adapted. Dr. Hopper will provide consultation to build understanding of and skill in qualitative inquiry among our research team, as well as to lead discussions around the use and adaptation of qualitative inquiry in urban school settings. In addition, two lead researchers in the proposed Developing Center have current or pending research training grants with consultation in qualitative methodologies (Dr. Birman with Dr. Tanya Luhrman, and Dr. Frazier with Dr. Mary Pattillo). Given the rich array of quantitative and qualitative skills in our network of researchers, and the complex and dynamic context of urban poor schools, we will have the opportunity to work in mixed method teams to develop writing and research projects that link qualitative inquiry to primarily quantitative studies - including, but not limited to, the Principle Research Core pilots - toward a more nuanced and inclusive understanding of the nature of, and factors that impact on, the climate and interactions within the urban school classroom (Shepard, Orsi, Mahon, & Carroll, 2002). With respect to the observational coding of classroom processes there are two primary challenges. These stem from the fact that, although there is strong evidence that the processes measured by the CLASS and the ICOS are valid indicators of classroom processes that are important in predicting students' social and academic development, and teacher effectiveness, across a broad spectrum of socioeconomic and ethnic groups (Hamre & Pianta, 2005; NICHD ECCRN, 2002; 2003; Schafferet al., 1994), there has not been a distinct focus on urban, high poverty settings. Thus, one challenge is to examine the degree to which there may be untapped dimensions of classroom process in these settings that are incrementally important predictors of student functioning. Second, although classroom ratings tend to be highly stable across activities and time in more global samples (NICHD ECCRN, 2002), classroom processes may be more contextdependent in urban poor schools in which there may be greater fluctuation in class composition, attendance, and stress. As a part of this Methods Core, we will systematically assess the degree to which the assumption of underlying stability in processes is met in our sample of high poverty, urban classrooms. Third, with the leadership of Drs. Pianta and Schaeffer, we will compare data collected across the two observational systems, one focusing on relational constructs (CLASS) and the other on instructional constructs (ICOS), in order to assess the extent to which these constructs are independent, interdependent, and overlapping toward the prediction of student outcomes. The adaptations in measurement dimensions and observational methodologies that result from addressing these challenges will in turn inform our conceptualization and measurement of classroom practices that data suggest are critical to student outcomes. Finally, there are particular challenges and opportunities afforded by the application of the organizational constructs and measures to the unique context of urban schools and classrooms. As mentioned above, two independent literatures - one from industry, business, and human services (e.g., Glisson, 2002), and the other from education and psychology (e.g., Comer etal., 1996; Rutter, 1983; Trickett & Moos, 1973)- have developed distinct definitions and methodologies to understand classroom climate. The systematic application of the first approach to the urban school-community context provides the opportunity to consider the unique nature of the school organization and classroom work units in which both the teachers and the students can be seen as "workers" with distinct and important contributions to the classroom and school context. The challenge will be to coordinate expertise in child development, urban schools, and organizational theory toward the creation of meaningful measures and understandings of the urban classroom climate and culture.