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1.
Methodological rigor in intervention research is important for documenting evidence‐based practices and has been a recent focus in legislation, including the No Child Left Behind Act. The current study examined the methodological rigor of intervention research in four school psychology journals since the 1960s. Intervention research has increased in prevalence, but it does not seem to have become more rigorous since the establishment of the What Works Clearinghouse. Small methodological factors often determined whether a study met or did not meet standards in the current investigation. Implications include the necessity of reviewing research quality guidelines prior to conducting intervention research and ensuring they are met whenever possible.  相似文献   

2.
The number of Social StoriesTM studies and reviews has increased in recent years, yet concerns regarding quality and effect sizes continue to be expressed. With the emphasis on evidence‐based practices (EBPs) for the education and treatment of people with autism spectrum disorders (ASD), this issue becomes of paramount importance as professionals and parents attempt to select interventions for the people with ASD in their care. The current study makes a unique contribution in its use of an extensive EBP evaluation model to examine 33 single‐subject studies across 13 peer‐reviewed journals, a 12‐year period, and a wide range of grouping variables. Using the Mayton, Wheeler, Menendez and Zhang (2010) EBP evaluation protocol, studies were investigated in terms of eight quality indicators comprised 23 operationally defined standards. Studies included in this analysis met the following criteria: (1) they were intervention studies using single‐subject research designs; (2) they included only participants with disorders on the autism spectrum; and (3) the primary intervention was the use of a Social Story. Findings included on‐ or above‐standard acceptability in EBP indicators related to important aspects of dependent variables within studies and below‐standard acceptability in indicators related to both internal and external validity of studies.  相似文献   

3.
This article revisits the 1986 Feldhusen, Proctor, and Black recommendations on grade skipping. These recommendations originally appeared as 12 guidelines. In this article, the guidelines are grouped into three general categories: how to screen accelerant candidates, how to engage with the adults in the acceleration process (e.g., teachers, parents), and how to support the accelerated students. The authors then reviews the literature since the publication of Feldhusen et al.'s original article. This body of research includes grade skipping, early entrance to college, and early entrance to school and supports the three general categories. However, some findings provide nuanced changes to the guidelines. The past 25 years of research also presents some additional considerations about acceleration not considered by Feldhusen et al. These topics include gender issues, resistance to acceleration, and methodological concerns.  相似文献   

4.
ABSTRACT

The objective of this integrative literature review was to evaluate the quality of retirement planning programs described in the extant literature. This was accomplished through a qualitative analysis of methodological and efficacy criteria as described by Flay et al. (2005), Kazdin (2010, 2011 and Murta (2005). Several databases were consulted in searching for retirement program articles including: Academic Search Premier, Medline, PsycInfo, and Web of Science, among others. Retirement planning intervention articles published in English, Portuguese, and Spanish were considered, with a focus on their evaluation methods and results. Eleven studies were identified that described the procedures for both program implementation and intervention evaluation. Results revealed methodological shortcomings in the papers reviewed, with concerns being related to a lack of experimental or quasiexperimental approaches, a failure to use previously validated measurement instruments and longitudinal assessments, and insufficiently robust data analysis procedures. That said, however, there was evidence from multiple investigations that the intervention programs examined led to increases in knowledge, positive changes in attitudes linked to retirement, and an increase in retirement-linked planning and preparation behaviors. Identification of strengths and weaknesses in the methods used and efficacy of these interventions could facilitate the construction of a research agenda aimed at promoting more favorable research designs. Use of more rigorous designs would stand to improve the internal validity of these retirement programs and, consequently, progress in this field.  相似文献   

5.
Furlong and Oancea's influential framework for assessing the products of applied and practice‐based educational inquiry raises some important issues about the criteria by which research should be judged. They begin by outlining the current significance of the issue, and some of the uncertainties surrounding the definition of applied and practice‐based inquiry. They then present four sets of criteria by which such research can be assessed, covering, in shorthand terms, epistemic, technical, practical and economic dimensions. The issue of assessment criteria has recently been highlighted by public criticism of the quality of educational research, by attempts to incorporate qualitative work into systematic reviews, as well as by the continuing disputes generated by major methodological divisions among qualitative researchers. In this article, several aspects of the framework offered by Furlong and Oancea are examined. To start with, there is a discussion of the mode of argument they employ, and of how they define ‘applied and practice‐based educational research’. It is argued that explicit justification is not presented for some key, and controversial, elements of the argument. One of these is the idea that a new social contract is required between educational researchers and the funders and non‐academic users of their work. The nature of the proposed contract is examined, through a discussion of to whom educational researchers should be accountable, how, and for what. It is argued that the typology of research offered by Furlong and Oancea is inadequate, and an alternative is proposed. The ways that the authors formulate the four sets of criteria by which research should be judged are also examined in some detail. It is suggested that there are potentially serious conflicts amongst these criteria, and that by no means all of them are appropriate standards in terms of which educational researchers, of any kind, should be held accountable.  相似文献   

6.
In recent years, more and more international comparative research has been conducted in internationally and geographically spread project teams and international research networks, and comparative research has become a fundamentally collaborative effort. Accordingly, research in such projects has to cope with a higher level of methodological complexity than non‐comparative research as well as with a particular sociocultural complexity. This complexity can have an influence on the research process and therefore on the quality and validity of the results, an issue that has so far not been discussed much, either in Higher Education research or beyond. Thus, this article refers to studies that provide empirical insights into comparative collaborative research teams and illuminates why international collaboration in comparative research projects is both a source of better solutions and of amplified complications and how they are interrelated. On this basis it provides a conceptual reflection and delineates dimensions of task‐related, methodological complexity and team diversity. While comparative research has specific methodological challenges that can be alleviated by international team collaboration, collaborative research has particular social challenges that can be aggravated in comparative research. The conclusion makes propositions for further analyses, discusses lessons for comparative Higher Education research and sets out implications for its institutional development.  相似文献   

7.
The author presents recommendations for writing case studies for publication in the Journal of College Counseling . Recommendations fall into 2 categories: (a) ethical considerations and (b) criteria essential to methodological rigor (e.g., Hyett, Kenny, & Dickson‐Swift, 2014 ). The article is intended to guide and encourage prospective case study authors.  相似文献   

8.
A historical indicator of the quality, validity, and rigor of qualitative research has been the documentation and disclosure of the behind-the-scenes work of the researcher. In this paper, we use what we call methodological data as a tool to complicate the possibility and desirability of such transparency. Specifically, we draw on our disparate attempts to address calls for transparency about methodological processes in our respective dissertation studies in order to examine how novice researchers can explore transparency as a situated, ongoing, and philosophically informed series of decisions about how, when, and if to be transparent about our work. This work contributes to conversations about how qualitative researchers in education can understand, discuss, and teach qualitative inquiry while continuing to push the boundaries of the field.  相似文献   

9.
How well doctoral students in special education are prepared to evaluate research as evidence‐based practice (EBP) is likely to impact their careers, as well as the teachers they will train. In developing a method for evaluating the readiness of small cohort groups of doctoral students to apply a research‐based model of EBP, an instrument and procedure were refined in a pilot evaluation and implemented within a multiple baseline design across participants. Participants’ independent and instrument‐guided performance in rating published research was compared to the ratings of two experts in single‐case research design, yielding proportions of agreement across evaluation conditions. Results indicated group readiness to independently conduct the EBP evaluation and individual differences in readiness indicating the need for remediation.  相似文献   

10.
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11.
Thirty years of intervention research on the effects of reading comprehension strategies for students with learning disabilities was reviewed in this quantitative synthesis. Specifically, researchers targeted studies that contained self‐regulated learning components. A systematic search yielded 18 studies from nine research journals that met specified inclusion criteria. Studies were evaluated for methodological quality and to identify types of instructional and self‐regulation components within interventions. Large effect sizes were found immediately after instruction and after a time delay, suggesting that instruction in reading comprehension strategies that contain self‐regulation components may have a long lasting impact on student performance. Implications for research and practice are discussed.  相似文献   

12.
The field of higher education research has bourgeoned in the past decades, addressing a wide range of topics. Being in a rapidly expanding and interdisciplinary field of research, higher education scholars have demonstrated exigency for aggregating research findings to map the research landscape, identify future research directions, and bridge the research-practice divide. In this connection, systematic literature reviews have been carried out to consolidate research findings. With a proliferation of systematic literature reviews in higher education, the aim of this meta, methodological review is to provide a state-of-the-art systematic literature review methodologies in the field of higher education. Adhering to the exploratory nature of this study, this review analyses systematic literature reviews published in 16 top-tiered international journals in higher education (n = 160). Through qualitative research synthesis using thematic analysis and informed by grounded theory, a methodological framework comprising six stages and 20 steps is developed, which might help to instigate methodological dialogue between researchers when it comes to conducting systematic literature reviews. A handy checklist for conducting and evaluating systematic literature reviews in higher education is created.  相似文献   

13.
Evidence-based research relevant to social work practice has grown dramatically. This article describes a method that was implemented to teach master's and doctoral social work students how to synthesize and evaluate evidence-based interventions for social work–related problems and populations. The method includes eight steps: conceptualize the problem and define the research question(s); conduct a systematic search; define study inclusion and exclusion criteria; identify and categorize types of interventions and outcomes; rate the studies' methodological rigor; determine outcome attainment; combine outcome attainment and study rigor, and compare the evidence across studies. Two examples are presented of the implementation of this approach along with a discussion of the challenges and limitations.  相似文献   

14.
The Common Core State Standards and the continued inclusion of students with learning disabilities (LD) in Tier 1 classrooms are changing how close reading of texts occurs in English Language Arts classrooms. Therefore, understanding the potential impact of literacy‐related evidence‐based practices during Tier 1 instruction that includes students with reading‐related disabilities is essential. This article reviews the research on story‐structure instruction for students with LD and at‐risk for failure. Findings across 16 studies indicate several features of strong methodological designs including random assignment and inclusion of students with LD. However, substantial limitations in the research base include contradictory outcomes, limited outcomes disaggregated for students with LD, reliance on researcher‐developed measures, a lack of instructional features to support students with LD, and limited features of feasible implementation.  相似文献   

15.
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16.
This paper is based on the findings of two research teams, working collaboratively, between 1998 and 2000 in four countries: Australia, Singapore, France and England (see David et al 2000). Taking an ecological stance (Bronfenbrenner 1979), both teams adopted a cross‐cultural approach in order to gain a better understanding of the contexts in which young children become familiar with literacy. The team led by Bridie Raban worked in Singapore and Australia, that led by Tricia David in France and England. Early years practitioners in all four countries responded to questionnaires, were observed in action and interviewed. (Information about their training and about entry to primary school in each of the countries is given in the endnote.) In addition, the research teams carried out document analyses on Governmental, research and training literature and teachers’ plans, and discussed their findings with others in positions to be able to ‘authenticate’– or refute – findings. Further data were obtained through group interviews with parents of children attending selected settings involved in the research. Here we provide some of the evidence about the different views expressed by practitioners, our observational findings and analysis of the different pressures relating to literacy experienced in early childhood education and care settings. In each case the learning experiences practitioners provided for children were influenced by a range of factors, such as the contested role of preschools as preparation for schooling. In some settings this preparation was not explicit and practitioners often emphasised the importance of the ‘here and now’ nature of young children’s experiences. Rosenthal’s (2000) framework for exploring ‘collectivist’ and ‘individualist’ cultures in relation to their valued educational practices was applied to our findings, in order to identify how the cultural assumptions about literacy, learning and young children influenced the teaching approaches selected.  相似文献   

17.
Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15‐year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education.  相似文献   

18.
Behavioural difficulties, whether externalising or internalising, concern educational policy makers, practitioners and educational psychologists (EPs). The present configurative systematic literature review (SLR) aims to explore EPs’ representations of their behaviour management practices and application of psychology within behaviour work, in peer-reviewed studies published between 2000 and 2017. Four research databases, Google Scholar and a University Online Library were systematically searched. A total of 29 papers were found, 12 of which met the study inclusion criteria and were deemed to be of at least medium methodological quality and relevance. A synthesis of the studies’ accounts and outcomes revealed a range of EP practices at individual, group and organisational levels, exemplifying the core functions of the role. EPs draw upon single or multiple integrated psychological paradigms and commonly adopt a social constructionist and relational approach to their work, which can be seen to empirically validate existing models of EP professional practice. Links to EP practice and implications for further research are considered.  相似文献   

19.
While numerous publications signal the merits of collaborative research, few studies provide interpretive analyses of collaborative‐research practices or collaborative relationships. Through this multiple case study design of collaborative‐research teams, the authors attempt to provide such an analysis by focusing on the collaborative‐research experiences of seven qualitative researchers from two contrasting research teams in Australia and North America. They highlight how solidarity emerged from successful interactions between interdependent members, and how these were both professionally and personally rewarding for individuals and the teams. As well, they identify the opportunities for solidarity afforded to researchers from vertical collaborations (i.e. collaborations involving differential status between team members) that featured evolving and transforming mentoring relationships through the history of the research projects. They propose that solidarity can be stratified within large research teams through sub‐units like dyads. Finally, they suggest that collaborating researchers might benefit from reviewing case studies of collaborative relationships, and engaging in mutual interrogation and subsequent individual reflections of their articulated collaborative practices and relationships.  相似文献   

20.
The literature on counselor training has included attention to cognitive and interpersonal skill development and has reported on empirical findings regarding the relationship of training with client outcomes. This article reviews the literature on each of these topics and discusses empirical and theoretical underpinnings of recently developed approaches to counselor training: the Skilled Group Counselor Training Model (M. H. Smaby, C. D. Maddux, E. Torres‐Rivera, & R. Zimmick, 1999) and the Skilled Counselor Training Model (S. Urbani et al., 2002). Critique of this literature includes suggestions for further research on the effectiveness of counselor training.  相似文献   

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