With the increasing demand for evidence-based research on teacher effectiveness and improving student achievement, more impact studies are being conducted to examine the effectiveness of professional development (PD) interventions. Cluster randomized trials (CRTs) are often carried out to assess PD interventions that aim to improve both teacher and student outcomes. Due to the different design parameters (i.e., intraclass correlation and R2) and benchmark effect sizes associated with the student and teacher outcomes, two power analyses are necessary for planning CRTs that aim to detect both teacher and student effects in one study. These two power analyses are often conducted separately without considering how design choices to power the study to detect student effects may affect design choices to power the study to detect teacher effects and vice versa. In this study, we consider strategies to maximize the efficiency of the study design when both student and teacher effects are of primary interest.

中文翻译：

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规划聚类随机试验的设计和统计能力旨在提高学生的科学成就和科学老师的成绩

随着对教师效能的循证研究的需求不断增加，以及学生成绩的提高，正在进行更多的影响研究，以检验专业发展（PD）干预措施的有效性。通常进行集群随机试验（CRT）来评估旨在改善师生成果的PD干预措施。由于不同的设计参数（即组内相关性和R2）以及与学生和老师的学习成果相关的基准效果大小，计划CRT旨在检测一项研究中的老师和学生效果的两个功率分析是必要的。这两个功效分析通常是分开进行的，而没有考虑为研究提供动力以检测学生效果的设计选择可能会如何影响为研究提供检测教师效果的设计选择，反之亦然。在本研究中，当学生和老师的影响都受到关注时，我们考虑使研究设计效率最大化的策略。