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The chapter considers the ethical problems engendered by random assignment and privacy concerns in randomised controlled experiments and cluster randomised trials. The particular focus is on procedural, legislative and technical approaches to reducing or avoiding the problems. Examples are given from a variety of disciplines including health and education, though the main emphasis is on research in crime and delinquency.

In the past decade, microfinance institutions (MFIs) have experienced a boom in innovations of lending products, partly fueled by donors who see microfinance as the next promise to alleviate poverty. Examples of these new products are the combination of credit with health or life insurance, business and health education, savings products, and the adoption of (or conversion to) individual loan liability. The add-on features generally aim at reducing the vulnerability of clients while contributing to asset creation, hence improving repayment rates and the sustainability of the service. The product innovations typically result from organizations striving to extend outreach, increase impact, and promote sustainability. As in other industries, MFIs typically decide whether to adopt new strategies based on other MFIs’ success with the innovations. Many new microlending products and approaches continue to be developed. However, MFIs must generally rely on qualitative and descriptive case studies and anecdotal evidence on the effectiveness of these innovations to decide whether to implement the new strategies. The usual case study approach does not provide tangible evidence that can enable other organizations to know what changes can be expected if they were to adopt similar product changes.

In this chapter, we examined issues related to research design and research management as applied to scientific research conducted in applied school settings. In terms of research design, randomized controlled trials (RCTs) have an important role to play in advancing a scientific agenda for school-based research. However, given their enormous cost and complexity, it is important to carefully time their implementation in the development cycle. We suggested that the use of RCTs is most appropriate in the later stages of the development cycle when the focus is on demonstrating the efficacy and/or effectiveness of an intervention and establishing its generalizability under the real world conditions of schooling. We also recommended establishing a hierarchy of evidence for an intervention that involves implementing a cost-efficient mix of single case, quasi-experimental, and true experimental designs where appropriate and feasible. In examining issues related to the management of research and the implementation of a knowledge development agenda for schools, it has become apparent that treatment integrity is a keystone variable. We discussed the importance of treatment integrity, with attention to the impact on internal and external validity. Finally, we offered practical considerations to support high-quality, respectful school-based inquiry.

Little is known about how assistive technology standards have been implemented in preservice teacher preparation. This chapter provides a review of the literature concerning the importance of evidence-based practice and the research base supporting assistive technology in order to set the context for reporting the results of a comprehensive national study of the status of assistive technology state standards for teachers in all of the 50 states (plus Washington, DC). This chapter includes the findings of the study, the research that the study was based upon, and a review of relevant research in the fields of assistive technology, educational technology, and evidence-based practice. Only six states reported having AT standards and six states reported having AT competencies. Three states reported having both standards and competencies, yielding nine unique states (out of 51) with AT standards and/or AT competencies. Regression analyses to determine the relationship between the study variables and national reading and math performance of students with disabilities were inconclusive. The implications of the study findings and recommendations for future research are presented.

This chapter discusses the practical challenges and opportunities involved in merging the two fields of cognitive neurosciences and strategic management, starting from the premise that the need to marry them is justified by their complementarities, as opposed to the level of analysis on which they both focus. We discuss the potential benefits and drawbacks of using methods borrowed from cognitive neurosciences for management research. First, we argue that there are clear advantages in deploying techniques that enable researchers to observe processes and variables that are central to management research, with the caveat that neuroscientific methods and techniques are not general-purpose technologies. Second, we identify three core issues that specify the boundaries within which management scholars can usefully deploy such methods. Third, we propose a possible research agenda with various areas of synergy between the complementary capabilities of management and neuroscience scholars, aiming to generate valuable knowledge and insight for both disciplines and also for society as a whole.

The belief that children have mental health needs different than those of adults is a relatively recent phenomenon. Systematic field studies of mental illness began in the early 19th century (Anthony, Eaton, & Henderson, 1995), although awareness of these illnesses and the recognition of the need for treatment were well established by the 1600s (Grob, 1994). Field studies and census data from mental hospitals in the 1800s reveal few cases of mental illness identified among children under the age of 16. In the late 19th and early 20th centuries, the recognition that children have specific mental health needs arose as the result of the confluence of several factors. The Progressive Movement promoted child labor and mandatory public education laws that created legal separations between the role of children and adults (Abbott, 1908; Sutton, 1983). Hall (1905) helped popularize the idea that childhood and adolescence constituted distinct periods of development. Perhaps most pressing, however, was a perceived rise in juvenile delinquency and sexual promiscuity. To address these problems, separate courts were established for juvenile offenders to keep children out of institutions and to provide treatment and rehabilitation (Alper, 1941). Based on the work of Healy and Bronner (1916), researchers and policy makers began to think of juvenile crime as arising from “mental conflicts” in children. Institutions such as the Chicago Juvenile Psychopathic Institute and the Boston Psychopathic Hospital were established to care for these children (Horn, 1989).

We discuss the two most popular frameworks for identification, estimation and inference in regression discontinuity (RD) designs: the continuity-based framework, where the conditional expectations of the potential outcomes are assumed to be continuous functions of the score at the cutoff, and the local randomization framework, where the treatment assignment is assumed to be as good as randomized in a neighborhood around the cutoff. Using various examples, we show that (i) assuming random assignment of the RD running variable in a neighborhood of the cutoff implies neither that the potential outcomes and the treatment are statistically independent, nor that the potential outcomes are unrelated to the running variable in this neighborhood; and (ii) assuming local independence between the potential outcomes and the treatment does not imply the exclusion restriction that the score affects the outcomes only through the treatment indicator. Our discussion highlights key distinctions between “locally randomized” RD designs and real experiments, including that statistical independence and random assignment are conceptually different in RD contexts, and that the RD treatment assignment rule places no restrictions on how the score and potential outcomes are related. Our findings imply that the methods for RD estimation, inference, and falsification used in practice will necessarily be different (both in formal properties and in interpretation) according to which of the two frameworks is invoked.

This chapter analyzes a geographic quasi-experiment embedded in a cluster-randomized experiment in Honduras. In the experiment, average treatment effects of conditional cash transfers on school enrollment and child labor were large – especially in the poorest experimental blocks – and could be generalized to a policy-relevant population given the original sample selection criteria. In contrast, the geographic quasi-experiment yielded point estimates that, for two of three dependent variables, were attenuated. A judicious policy analyst without access to the experimental results might have provided misleading advice based on the magnitude of point estimates. We assessed two main explanations for the difference in point estimates, related to external and internal validity.

This chapter presents empirical evidence on the effects of attributional retraining (AR), a motivation-enhancing treatment that can offset maladaptive explanatory mind-sets arising from adverse learning experiences. The evidence shows that AR is effective for assisting college students to adapt to competitive and challenging achievement settings.

This chapter describes the characteristics of AR protocols and details three primary advances in studying AR efficacy in terms of achievement performance, psychosocial outcomes, and processes that mediate AR-performance linkages. The psychological mechanisms that underpin AR effects on motivation and performance are outlined from the perspective of Weiner’s (1974, 1986, 2012) attribution theory.

Laboratory and field studies show that AR treatments are potent interventions that have short-term and long-lasting psychosocial, motivation, and performance benefits in achievement settings. Students who participate in AR programs are better off than their no-AR counterparts not just in their cognitive and affective prospects, but they also outperform their no-AR peers in class tests, course grades, and grade-point-averages, and are more persistent in terms of course credits and graduation rates.

This paper contributes to the emerging literature on treatment interventions in achievement settings by documenting key advances in the development of AR protocols and by identifying the next steps critical to moving the literature forward. Further progress in understanding AR efficacy will rest on examining the analysis of complex attributional thinking, the mediation of AR treatment effects, and the boundary conditions that moderate AR treatment efficacy.

In the evaluation of most interventions in criminal justice settings, evaluators have no control over assignment to treatment and control/comparison conditions, which means that the treated and comparison groups may have differences that lead to biased conclusions regarding treatment effectiveness. Propensity score analysis can be used to balance the differences in the groups, which can be used in a number of ways to reduce biased conclusions regarding effectiveness. A review of propensity scoring studies was conducted for this chapter, where the limited number of evaluations of criminal justice interventions using these methods was identified. Due to the small number of these studies, research was also reviewed if propensity scoring had been employed to evaluate interventions that are similar to those in criminal justice systems. These studies are used as examples to demonstrate how the methods can be used to evaluate criminal justice interventions, the different ways propensity scores can be used to analyse treatment and comparison group differences, and the strengths and limitations of this approach. It is concluded that, while not appropriate for all interventions/settings, propensity score analysis can be useful in criminal justice arenas, at least to investigate the comparability of treatment and comparison groups, with suspected non-comparability being a common weakness of traditional quasi-experimental studies and frequently cited limitation in terms of drawing efficacy conclusions from such evaluations.