Quantitative education research is often perceived to be "objective" or "neutral." However, quantitative research has been and continues to be used to perpetuate inequities; these inequities arise as both intended effects and unintended side effects of traditional quantitative research. In this review of the literature, we…

In this response, we first show that Simpson's proposed analysis answers a different and less interesting question than ours. We then justify the choice of prior for our Bayes factors calculations, but we also demonstrate that the substantive conclusions of our article are not substantially affected by varying this choice.

The need to find ways of ameliorating a number of what seemed to be gross abuses of 'science', logic, and authority in relation to educational policy emerged as a priority whilst revisiting writings on early childhood and elementary education. In the current paper, it is argued that many of these abuses stem from the uncritical acceptance of…

In this paper, we consider the intensifying pressures on critical research and academic integrity in a research policy context that has come to be increasingly dominated by an instrumentalist mind-set. Using sensitising resources drawn from Geoff Whitty's critique of the 'what works' agenda, we reflect on the current conditions of academic labour…

This article reviews Rosenthal and Jacobson's (1968) seminal study, "Pygmalion in the Classroom" (PC). We consider what preceded PC, the actual study, immediate criticisms of it, Rosenthal's reactions to the criticism, and, importantly, the research that followed PC from 1968 to roughly 1990. Despite critical criticisms of it, we…

A recent paper uses Bayes factors to argue a large minority of rigorous, large-scale education RCTs are "uninformative." The definition of "uninformative" depends on the authors' hypothesis choices for calculating Bayes factors. These arguably overadjust for effect size inflation and involve a fixed prior distribution,…

Perspectives and approaches to health and wellbeing education vary considerably over time and space even as certain contextual and critical features may be maintained. Through an analysis of a range of studies published in the "Journal of Curriculum Studies", we illustrate what unites as much as divides various positions taken by their…

The present study seeks to critically review the state of the blended learning researches in the Iranian context. For this critique, 47 papers about blended learning were found in a number of indexing databases and their contents were analyzed. The contents mainly revolved around use of relevant terminology, features of blended learning,…

Background: The use of randomised controlled trials (RCTs) in education has increased significantly over the last 15 years. However, their use has also been subject to sustained and rather trenchant criticism from significant sections of the education research community. Key criticisms have included the claims that: it is not possible to undertake…

Quantitative research enjoys heightened esteem among policy-makers, media, and the general public. Whereas qualitative research is frequently dismissed as subjective and impressionistic, statistics are often assumed to be objective and factual. We argue that these distinctions are wholly false; quantitative data is no less socially constructed…

Research in science education is to discover the truth which involves the combination of reasoning and experiences. In order to find out appropriate teaching methods that are necessary for teaching science students problem-solving skills, different research approaches are used by educational researchers based on the data collection and analysis…

The author has been asked to respond to Lodge, Hansen, and Cottrell's recent (2015) paper in this journal and they have done a very thorough and scholarly job of dissecting the weaknesses of modality preference theories. They clearly and carefully analyse the nature of the evidence for modality preference and conclude that there is little if any…

This article critique reflects on "Standards for a New Century: Educating U.S. Students to Compete in the Global Economy," which was published in 2009 in the "Carnegie Reporter", a publication of The Carnegie Corporation of New York. The article, written by Carnegie staff writer Karen Theroux, explained the need for Common Core…

This is the second of a two-part article intended to offer teacher educators a cohesive overview of the sprawling and uneven field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The article discusses research on teacher preparation for the knowledge society and research on teacher preparation for…

Shortly after we published "Addressing Flawed Research in Developmental Education" (2012) in the "Journal of Developmental Education," Thomas Bailey, Shanna Smith Jaggars, and Judith Scott- Clayton from the Community College Research Center (CCRC) wrote a response rebutting several of our claims. Though their response corrects…