出版物

LCDS 实验室相关论文、工作论文和书章。

以下列表按研究方法学和应用教育研究组织。为保持引用准确，论文题目和期刊信息保留英文原文。

工作论文

  1. Li, W., & Strickland, K. J. Designing longitudinal quasi-experimental studies using staggered DID: Estimator selection, software implementation, and sample size planning.
  2. Li, W., & Strickland, K. J. Difference-in-differences under conditional parallel trends with time-invariant covariates: Methods, implementation, and power analysis.
  3. Li, W., Strickland, K. J., Bratsch-Hines, M., Gao, X., & Xu, R. Causal evaluation of engagement profiles in Literacy Matrix: Evidence from IRT-based learning outcomes.

书章

  1. Konstantopoulos, S., Li, W., & Zhang, B. (in press). Statistical power in cross-sectional multilevel experiments in education. In M. Stemmler, W. Wiedermann, & F. Huang (Eds.), Dependent data in social sciences research: Forms, issues, and methods of analysis (2nd ed.). Springer.

研究方法学

  1. Li, W., Dong, N., Maynard, R., Kelcey, B., Spybrook, J., & Xu, Y. (2025). Sample size planning in the design of two-level randomized cost-effectiveness trials. Research on Social Work Practice, 35(3), 307-320. doi:10.1177/10497315241281501
  2. Dong, N., Maynard, R., Kelcey, B., Spybrook, J., Li, W., & Bowden, B. (2025). Advantages of Monte Carlo confidence intervals for incremental cost-effectiveness ratios: A comparison of five methods. Journal of Research on Educational Effectiveness, 18(4), 951-979. doi:10.1080/19345747.2024.2393412
  3. Shen, Z., Li, W., & Leite, W. (2024). Statistical power and optimal design for randomized controlled trials investigating mediation effects. Psychological Methods. Advance online publication. doi:10.1037/met0000698
  4. Li, W., Xie, Y., Pham, D., Dong, N., Spybrook, J., & Kelcey, B. (2024). Design and analysis of cluster randomized trials. Asia Pacific Education Review, 25(3), 685-701. doi:10.1007/s12564-024-09984-z
  5. Li, W., Dong, N., Maynard, R., Spybrook, J., & Kelcey, B. (2023). Experimental design and statistical power for cluster randomized cost-effectiveness trials. Journal of Research on Educational Effectiveness, 16(4), 681-706. doi:10.1080/19345747.2022.2142177
  6. Li, W., & Konstantopoulos, S. (2023). Power analysis for moderator effects in longitudinal cluster randomized designs. Educational and Psychological Measurement, 83(1), 116-145. doi:10.1177/00131644221077359
  7. Li, W., Dong, N., & Maynard, R. (2020). Power analysis for two-level multisite randomized cost-effectiveness trials. Journal of Educational and Behavioral Statistics, 45(6), 690-718. doi:10.3102/1076998620911916
  8. Konstantopoulos, S., Li, W., Miller, S., & van der Ploeg, A. (2019). Using quantile regression to estimate intervention effects beyond the mean. Educational and Psychological Measurement, 79(5), 883-910. doi:10.1177/0013164419837321
  9. Li, W., & Konstantopoulos, S. (2019). Power computations for polynomial change models in block-randomized designs. Journal of Experimental Education, 87(4), 575-595. doi:10.1080/00220973.2018.1496057
  10. Li, W., & Konstantopoulos, S. (2017). Power analysis for models of change in cluster randomized designs. Educational and Psychological Measurement, 77, 119-142. doi:10.1177/0013164416641460

教育干预与评估

  1. Huggins-Manley, A. C., Huang, J., Danso, J.-A., Li, W., & Leite, W. L. (2024). Classroom assessment and instructional modes: An exploration of school-level contextualized psychometric challenges. Journal of Experimental Education, 92(3), 513-530. doi:10.1080/00220973.2023.2201171
  2. Mann, B., Li, W., & Besnoy, K. (2021). Digital divides: K-12 student profiles and online learning. Education Policy Analysis Archives, 29. doi:10.14507/epaa.29.6351
  3. Ding, Y., Li, W., Li, X., Yang, J., & Ye, X. (2021). Heterogeneous major preferences for extrinsic incentives: The effects of wage information on the gender gap in STEM major choice. Research in Higher Education, 62, 1113-1145. doi:10.1007/s11162-021-09636-w
  4. Konstantopoulos, S., Li, W., Miller, S., & van der Ploeg, A. (2017). The effect of interim assessments on the achievement gap in grades K-8: Evidence from the U.S. International Journal of Educational Research, 83, 160-180. doi:10.1016/j.ijer.2017.03.005
  5. Li, W., & Konstantopoulos, S. (2017). Does class-size reduction close the achievement gap? Evidence from TIMSS 2011. School Effectiveness and School Improvement, 28, 292-330. doi:10.1080/09243453.2017.1280062
  6. Konstantopoulos, S., Li, W., Miller, S., & van der Ploeg, A. (2017). Do interim assessments reduce the race and SES achievement gaps? Journal of Educational Research, 110, 319-330. doi:10.1080/00220671.2015.1103685
  7. Li, W., & Konstantopoulos, S. (2016). Class size effects on fourth-grade mathematics achievement: Evidence from TIMSS 2011. Journal of Research on Educational Effectiveness, 9(4), 503-530. doi:10.1080/19345747.2015.1105893
  8. Konstantopoulos, S., Miller, S., van der Ploeg, A., & Li, W. (2016). Effects of interim assessments on student achievement: Evidence from a large-scale experiment. Journal of Research on Educational Effectiveness, 9(SI), 188-208. doi:10.1080/19345747.2015.1116031
  9. Goodwin, R., Li, W., Broda, M., Johnson, H., & Schneider, B. (2016). Improving college enrollment of at-risk students at the school level. Journal of Education for Students Placed at Risk, 21(3), 143-156. doi:10.1080/10824669.2016.1182027
  10. Konstantopoulos, S., Li, W., Miller, S., & van der Ploeg, A. (2016). Effects of interim assessments across the achievement distribution. Educational and Psychological Measurement, 76, 587-608. doi:10.1177/0013164415606498
  11. Zhou, Y., Wong, Y. L., & Li, W. (2015). Educational choice and marketization in Hong Kong: The case of direct subsidy scheme schools. Asia Pacific Education Review, 16(4), 627-636. doi:10.1007/s12564-015-9402-9
  12. Konstantopoulos, S., & Li, W. (2012). Are there additional benefits from being in small classes for more than one year? Educational Research and Evaluation, 18, 671-685. doi:10.1080/13803611.2012.718431
  13. Konstantopoulos, S., & Li, W. (2012). Modeling class size effects across the achievement distribution. International Journal of Sociology of Education, 1, 5-26. doi:10.4471/rise.2012.01