The three stages of building and testing mid-level theories in a realist RCT: a theoretical and methodological case-example

Jamal, Farah; Fletcher, Adam; Shackleton, Nichola; Elbourne, Diana; Viner, Russell; Bonell, Chris

doi:10.1186/s13063-015-0980-y

Trials

Table 1 School-level and individual-level pre-hypothesised mediators of Learning Together

From: The three stages of building and testing mid-level theories in a realist RCT: a theoretical and methodological case-example

School-level variables
Learning Together theory of change constructs		Selected items from the following originator scales
Aggregate student perception of staff-student boundaries		Beyond Blue School Climate Questionnaire^a
Aggregate student perception of student-centred framing of school		Beyond Blue School Climate Questionnaire^a
Aggregate staff perception of staff-student boundaries	Teacher authority or teacher-student collaboration	School policies and practices survey^b
	Teacher support for students across school or restriction to classroom	School policies and practices survey^b
Aggregate staff perception of academic/broader development boundaries		School policies and practices survey^b
Aggregate staff perception of student-student boundaries	Dividing up or bringing together students (learning)	School policies and practices survey^b
	Dividing up or bringing together students (discipline and pastoral)	School policies and practices survey^b
Individual level variables
Learning Together theory of change constructs		Originator scales
Student commitment to school regulatory order		Beyond Blue School Climate Questionnaire^a
Student commitment to school instructional order		Beyond Blue School Climate Questionnaire^a
Student capacity for affiliation		The Strengths and Difficulties Questionnaire^c
Student capacity for practical reasoning	Empathy with others	The Strengths and Difficulties Questionnaire^c
	Ability to manage own emotions	The Strengths and Difficulties Questionnaire^c
		Short Warwick-Edinburgh Mental Well-Being Scale^d
	Ability to manage/not manage conflict	The Strengths and Difficulties Questionnaire^c
Involvement with anti-school peer groups		ESYTC Self-Reported Delinquency^d
		Young People’s Development Programme (YPDP) evaluation measure^e

^aSawyer et al., 2010 [40]
^bNewly developed scale by the Learning Together project team
^cGoodman, 1997 [41]
^dClarke et al., 2011 [42]
^eWiggins et al., 2009 [43]

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ISSN: 1745-6215

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