Check out our new preprint on PsyArXiv!

Stallasch, S. E., Artelt, C., Lüdtke, O., & Brunner, M. (2025). Empowering randomized intervention studies on students’ socio-emotional learning outcomes: A database of design parameters for power analysis. PsyArXiv. https://doi.org/10.31234/osf.io/2znbq_v1

OUR PUBLICATIONS

 

 

Brunner, M., Stallasch, S. E., Artelt, C., & Lüdtke, O. (2025). An individual participant data meta-analysis to support power analyses for randomized intervention studies in preschool: Cognitive and socio-emotional learning outcomes. Educational Psychology Review, 37, 6. https://doi.org/10.1007/s10648-024-09981-z

Stallasch, S. E., Lüdtke, O., Artelt, C., Hedges, L. V., & Brunner, M. (2024). Single- and multilevel perspectives on covariate selection in randomized intervention studies on student achievement. Educational Psychology Review, 36, 112. https://doi.org/10.1007/s10648-024-09898-7

Stallasch, S. E. (2024). Optimizing power analysis for randomized experiments: Design parameters for student achievement [Doctoral dissertation]. University of Potsdam. https://doi.org/10.25932/publishup-62939

Brunner, M., Stallasch, S. E., & Lüdtke, O. (2023). Empirical benchmarks to interpret intervention effects on student achievement in elementary and secondary school: Meta-analytic results from Germany. Journal of Research on Educational Effectiveness, 17(1), 119–157. https://doi.org/10.1080/19345747.2023.2175753

Stallasch, S. E., Lüdtke, O., Artelt, C., & Brunner, M. (2021). Multilevel design parameters to plan cluster-randomized intervention studies on student achievement in elementary and secondary school. Journal of Research on Educational Effectiveness, 14(1), 172–206. https://doi.org/10.1080/19345747.2020.1823539

Brunner, M., Keller, U., Wenger, M., Fischbach, A., & Lüdtke, O. (2018). Between-school variation in students’ achievement, motivation, affect, and learning strategies: Results from 81 countries for planning group-randomized trials in education. Journal of Research on Educational Effectiveness, 11(3), 452–478. https://doi.org/10.1080/19345747.2017.1375584