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Juan David Parra; D. Brent Edwards Jr. – Critical Studies in Education, 2024
This paper seeks to raise awareness among educational researchers and practitioners of some significant weaknesses and internal contradictions of randomised control trials (RCTs). Although critiques throughout the years from education scholars have pointed to the detrimental effects of this experimental approach on education practice and values,…
Descriptors: Randomized Controlled Trials, Evidence Based Practice, Educational Practices, Educational Policy
What Works Clearinghouse, 2022
Education decisionmakers need access to the best evidence about the effectiveness of education interventions, including practices, products, programs, and policies. It can be difficult, time consuming, and costly to access and draw conclusions from relevant studies about the effectiveness of interventions. The What Works Clearinghouse (WWC)…
Descriptors: Program Evaluation, Program Effectiveness, Standards, Educational Research
Thomas Archibald – Journal of Human Sciences & Extension, 2019
The debate over what counts as credible evidence often occurs on a methodological level (i.e., about what technical applications of systematic inquiry provide believable, justifiable claims about a program). Less often, it occurs on an epistemological level (i.e., about what ways of knowing are appropriate for making claims about a program). Even…
Descriptors: Extension Education, Credibility, Evidence, Epistemology
Henry May; Aly Blakeney – AERA Online Paper Repository, 2022
This paper presents evidence confirming the validity of the RD design in the Reading Recovery study by examining the ability of the RD design to replicate the 1st grade results observed in the original i3 RCT focused on short-term impacts. Over 1,800 schools participated in the RD study over all four cohort years. The RD design used cutoff-based…
Descriptors: Reading Programs, Reading Instruction, Cutting Scores, Comparative Analysis
Barr, Christopher D.; Reutebuch, Colleen K.; Carlson, Coleen D.; Vaughn, Sharon; Francis, David J. – Journal of Research on Educational Effectiveness, 2019
Beginning in 2002, researchers developed, implemented, and evaluated the efficacy of an English reading intervention for first-grade English learners using multiple randomized control trials (RCTs). As a result of this efficacy work, researchers successfully competed for an IES Goal 4 effectiveness study using the same intervention. Unlike the…
Descriptors: Intervention, English Language Learners, Grade 1, Elementary School Students
Killion, Joellen – Learning Professional, 2017
Professional development designed to integrate key features of research-based professional learning has positive and significant effects on teacher practice and student achievement in mathematics when implemented in schools that meet specified technology-readiness criteria. Key features of research-based professional learning include intensive…
Descriptors: Standards, Faculty Development, Teaching Methods, Principals
McCall, Robert B.; Green, Beth L. – Society for Research in Child Development, 2004
Research methods are tools that can be variously applied - depending on the stage of knowledge in a particular area, the type of research question being asked, and the context of the research. The field of program evaluation, critical for social policy development, often has not adequately embraced the full range of methodological tools needed to…
Descriptors: Standards, Intervention, Benchmarking, Evidence Based Practice