Methods Core activities will address specific challenges and opportunities associated with: (a) multilevelstatistical 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 withthe leadership of Dr. Gibbons, we will explore the development of methods for computing power that considerthree levels of data. This will allow greater specificity with which to design future studies that involve multipletime points and clusters of individuals within multiple settings. In addition, we have the unique opportunity totest the new SuperMix program developed by Hedeker and Gibbons, which is the focus of SBIR awardN44MH32056 through Scientific Software International (SSI), the company that distributes LISREL and HIMamong other advanced statistical programs. SuperMix is a general program for performing 2- and 3-levelmixed-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 haveinvited us to be a beta-test site for the program and to use the SuperMix program for the proposed 3-levelanalyses 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 towardunderstanding in greater depth and breadth the psychosocial and instructional environment of urbanclassrooms. This integration of qualitative and quantitative approaches begins with knowledge gained in thePRC 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 researchteam, as well as to lead discussions around the use and adaptation of qualitative inquiry in urban schoolsettings. In addition, two lead researchers in the proposed Developing Center have current or pendingresearch 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 ofresearchers, and the complex and dynamic context of urban poor schools, we will have the opportunity to workin mixed method teams to develop writing and research projects that link qualitative inquiry to primarilyquantitative studies - including, but not limited to, the Principle Research Core pilots - toward a more nuancedand inclusive understanding of the nature of, and factors that impact on, the climate and interactions within theurban 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 CLASSand the ICOS are valid indicators of classroom processes that are important in predicting students' social andacademic development, and teacher effectiveness, across a broad spectrum of socioeconomic and ethnicgroups (Hamre & Pianta, 2005; NICHD ECCRN, 2002; 2003; Schafferet al., 1994), there has not been adistinct focus on urban, high poverty settings. Thus, one challenge is to examine the degree to which theremay be untapped dimensions of classroom process in these settings that are incrementally importantpredictors of student functioning. Second, although classroom ratings tend to be highly stable across activitiesand time in more global samples (NICHD ECCRN, 2002), classroom processes may be more contextdependentin 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 assumptionof underlying stability in processes is met in our sample of high poverty, urban classrooms. Third, with theleadership 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 toassess the extent to which these constructs are independent, interdependent, and overlapping toward theprediction of student outcomes. The adaptations in measurement dimensions and observational methodologiesthat result from addressing these challenges will in turn inform our conceptualization and measurement ofclassroom practices that data suggest are critical to student outcomes.Finally, there are particular challenges and opportunities afforded by the application of theorganizational constructs and measures to the unique context of urban schools and classrooms. As mentionedabove, 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 systematicapplication of the first approach to the urban school-community context provides the opportunity to considerthe unique nature of the school organization and classroom work units in which both the teachers and thestudents can be seen as 'workers' with distinct and important contributions to the classroom and schoolcontext. The challenge will be to coordinate expertise in child development, urban schools, and organizationaltheory toward the creation of meaningful measures and understandings of the urban classroom climate andculture.
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