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Rrita Zejnullahi – Society for Research on Educational Effectiveness, 2021
Background: Meta-analysis is considered to be the gold standard for evidence synthesis. It involves combining data from multiple independent sources to produce a summary estimate with improved precision. Traditionally, meta-analysis methods have been applied to a large collection of studies, and past research efforts have indicated its numerous…
Descriptors: Meta Analysis, Randomized Controlled Trials, Sample Size, Best Practices
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Hansford, Nathaniel; Schechter, Rachel L. – International Journal of Modern Education Studies, 2023
Meta-analyses are systematic summaries of research that use quantitative methods to find the mean effect size (standardized mean difference) for interventions. Critics of meta-analysis point out that such analyses can conflate the results of low- and high-quality studies, make improper comparisons and result in statistical noise. All these…
Descriptors: Meta Analysis, Best Practices, Randomized Controlled Trials, Criticism
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Avery H. Closser; Adam Sales; Anthony F. Botelho – Grantee Submission, 2024
Emergent technologies present platforms for educational researchers to conduct randomized controlled trials (RCTs) and collect rich data on study students' performance, behavior, learning processes, and outcomes in authentic learning environments. As educational research increasingly uses methods and data collection from such platforms, it is…
Descriptors: Data Analysis, Educational Research, Randomized Controlled Trials, Sampling
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Avery H. Closser; Adam Sales; Anthony F. Botelho – Educational Technology Research and Development, 2024
Emergent technologies present platforms for educational researchers to conduct randomized controlled trials (RCTs) and collect rich data to study students' performance, behavior, learning processes, and outcomes in authentic learning environments. As educational research increasingly uses methods and data collection from such platforms, it is…
Descriptors: Data Analysis, Educational Research, Randomized Controlled Trials, Sampling
Andy J. Frey; Jason W. Small; Hill M. Walker; Brandon Mitchell; John R. Seeley; Edward G. Feil; Jon Lee; Steven R. Forness – Remedial and Special Education, 2023
Early intervention efforts have been effective in reducing disruptive behaviors and the probability of poor developmental outcomes. Early interventions include common practice elements to improve social functioning and decrease problem behaviors that disrupt the teaching-learning process. The First Step Next intervention has been well validated…
Descriptors: Replication (Evaluation), Randomized Controlled Trials, Early Intervention, Behavior Disorders
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Thomas, Gary – Harvard Educational Review, 2016
The past few years have seen a resurgence of faith in experimentation in education inquiry, and particularly in randomized controlled trials (RCTs). Proponents of such research have succeeded in bringing into common parlance the term "gold standard," which suggests that research emerging from any other design frame fails to achieve the…
Descriptors: Randomized Controlled Trials, Research Methodology, Educational Research, Best Practices
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Pateraki, Eleni; Macmahon, Kenneth – British Journal of Learning Disabilities, 2017
Abstract: For services across the UK, increasing emphasis is placed on the use of evidence-based psychological treatments. In this context, the Scottish Government published the MATRIX, a best-practice clinical governance document, with a brief section on therapies for people with learning disabilities. As with most clinical guidelines, randomised…
Descriptors: Foreign Countries, Adults, Learning Disabilities, Psychological Services
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Ostrow, Korinn S.; Heffernan, Neil T.; Williams, Joseph Jay – Teachers College Record, 2017
Background/Context: Large-scale randomized controlled experiments conducted in authentic learning environments are commonly high stakes, carrying extensive costs and requiring lengthy commitments for all-or-nothing results amidst many potential obstacles. Educational technologies harbor an untapped potential to provide researchers with access to…
Descriptors: Educational Technology, Authentic Learning, Technology Uses in Education, Cooperation
Ostrow, Korinn; Heffernan, Neil; Williams, Joseph Jay – Grantee Submission, 2017
Background/Context: Large-scale randomized controlled experiments conducted in authentic learning environments are commonly high stakes, carrying extensive costs and requiring lengthy commitments for all-or-nothing results amidst many potential obstacles. Educational technologies harbor an untapped potential to provide researchers with access to…
Descriptors: Educational Technology, Authentic Learning, Technology Uses in Education, Cooperation
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Stockard, Jean; Wood, Timothy W. – American Journal of Evaluation, 2017
Most evaluators have embraced the goal of evidence-based practice (EBP). Yet, many have criticized EBP review systems that prioritize randomized control trials and use various criteria to limit the studies examined. They suggest this could produce policy recommendations based on small, unrepresentative segments of the literature and recommend a…
Descriptors: Best Practices, Evidence Based Practice, Criticism, Randomized Controlled Trials
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Taylor, Becky; Francis, Becky; Archer, Louise; Hodgen, Jeremy; Pepper, David; Tereshchenko, Antonina; Travers, Mary-Claire – Pedagogy, Culture and Society, 2017
Mixed-attainment teaching has strong support from research and yet English schools are far more likely to teach students in "ability" groups. Although research has considered some of the specific benefits of mixed-attainment grouping, there has been little attention to the reasons schools avoid it. This article explores data from the…
Descriptors: Grouping (Instructional Purposes), Secondary School Students, Educational Practices, Teacher Attitudes
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Cairney, Paul – Evidence & Policy: A Journal of Research, Debate and Practice, 2017
National governments use evidence selectively to argue that a successful policy intervention in one local area should be emulated in others ("evidence-based best practice"). However, the value of such evidence is always limited because there is: disagreement on the best way to gather evidence of policy success, uncertainty regarding the…
Descriptors: Foreign Countries, Policy Formation, Evidence Based Practice, Best Practices
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Leppink, Jimmie; van Merriënboer, Jeroen J. G. – Educational Technology & Society, 2015
An increasing part of cognitive load research in technology-based learning includes a component of repeated measurements, that is: participants are measured two or more times on the same performance, mental effort or other variable of interest. In many cases, researchers aggregate scores obtained from repeated measurements to one single sum or…
Descriptors: Cognitive Processes, Difficulty Level, Measures (Individuals), Statistical Analysis
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Kingsdorf, Sheri; Krawec, Jennifer – Cogent Education, 2016
Though research on effective instruction in math word problem solving is prominent at the middle and secondary levels, much less work has been done in elementary grades. In this article, we review the research on varied problem-solving instructional interventions at the third-grade level for students across ability levels. Third grade was chosen…
Descriptors: Elementary School Mathematics, Elementary School Students, Primary Education, Grade 3
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Thomas, Marshall P.; Türkay, Selen; Parker, Michael – International Review of Research in Open and Distributed Learning, 2017
As online courses become more common, practitioners are in need of clear guidance on how to translate best educational practices into web-based instruction. Moreover, student engagement is a pressing concern in online courses, which often have high levels of dropout. Our goals in this work were to experimentally study routine instructional design…
Descriptors: Online Courses, Courseware, Best Practices, Educational Practices
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