RESEARCH METHODS

核心活动将处理与以下方面有关的具体挑战和机会： 统计建模，（B）测量方法，（c）课堂观察评估系统，以及 (d)组织结构测量与分析。在多层次统计建模方面， 在吉本斯博士的领导下，我们将探索开发计算能力的方法， 三个层次的数据。这将允许更大的特异性，以设计未来的研究， 时间点和多个环境中的个体集群。此外，我们还有独特的机会， 测试Hedeker和Gibbons开发的新SuperMix程序，这是SBIR奖的重点 N44 MH 32056通过科学软件国际（SSI），该公司分销LISREL和HIM 以及其他先进的统计程序。SuperMix是一个执行2级和3级的通用程序 混合效应线性和非线性回归模型，用于分析连续、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和Gibbons博士 邀请我们成为该计划的beta测试站点，并将SuperMix计划用于拟议的3级 在这个发展中心的父母补助金和试点研究的分析。 博士舍恩瓦尔德还将协调创新混合方法研究的发展， 更深入和广泛地了解城市的社会心理和教学环境 教室这种定性和定量方法的结合始于在 PRC试点和方法核心活动，其中多种定量方法（多层次统计建模， 课堂观察评估系统和组织调查）得到实施和调整。博士 霍珀将提供咨询，以建立在我们的研究定性调查的理解和技能 团队，以及围绕城市学校定性研究的使用和适应进行讨论 设置.此外，拟议开发中心的两名主要研究人员目前或正在进行 研究培训赠款与定性方法学咨询（Birman博士与Tanya Luhrman博士， 弗雷泽博士和玛丽帕蒂略博士）。鉴于我们网络中丰富的定量和定性技能， 研究人员，和城市贫困学校的复杂和动态的背景下，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， 定量研究-包括但不限于，原则研究核心试点-走向更微妙的 对气候的性质和影响气候的因素以及气候系统内的相互作用的包容性理解 城市学校教室（谢泼德，奥尔西，马洪，和卡罗尔，2002年）。 关于课堂过程的观察编码，有两个主要的挑战。 这些源于这样一个事实，即尽管有强有力的证据表明， 和ICOS是课堂过程的有效指标，在预测学生的社会和 学术发展和教师的有效性，在广泛的社会经济和种族 组（Hamre和Pianta，2005年; NICHD ECCRN，2002年; 2003年; Schafferet等人，1994年，没有一个 特别注重城市和高度贫困环境。因此，一个挑战是审查在多大程度上， 在这些环境中，课堂过程中尚未开发的维度可能越来越重要， 学生功能的预测器。第二，尽管课堂评分在不同活动中往往高度稳定， 在更多的全球样本中（NICHD ECCRN，2002年），课堂过程可能更依赖于上下文 在城市贫困学校，班级组成、出勤率 和压力作为本方法核心的一部分，我们将系统地评估假设 在我们的高度贫困的城市教室样本中，三是随着 在皮安塔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， 一个侧重于关系结构（CLASS），另一个侧重于教学结构（ICOS），以便 评估这些结构在多大程度上是独立的，相互依存的，并朝着重叠的方向发展。 学生成绩的预测。测量维度和观测方法的调整 这将反过来为我们的概念化和衡量 数据显示，课堂实践对学生的成绩至关重要。 最后，实施《公约》带来了特殊的挑战和机遇， 组织结构和措施，以城市学校和教室的独特背景。如所提及 上面有两个独立的文献一个来自工业、商业和人类服务（例如，Glisson，2002年）， 另一个来自教育和心理学（例如，Comer埃塔尔，1996; Rutter，1983; Trickett & Moos，1973）- 已经发展了不同的定义和方法来理解课堂气氛。系统 将第一种方法应用于城市学校-社区环境， 学校组织和课堂工作单位的独特性质，其中教师和学生 学生可以被看作是对课堂和学校有着独特而重要贡献的“工作者” 上下文挑战将是协调儿童发展、城市学校和组织方面的专业知识。 理论对创造有意义的措施和城市课堂气氛的理解， 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.