The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Learning from Attempts to Improve Schooling: The Contribution of Methodological Diversity
Abstract
Education research is an interdisciplinary effort long characterized by methodological diversity. Why, then, do we hear an urgent call for mixed methods now? Apparently, a recent shift in the applied research agenda has fostered concern that methodological pluralism is at risk. In this article, the author argues that (a) a focus on evaluating the effects of instructional interventions is entirely appropriate given current policy dilemmas; (b) randomized experiments are the gold standard for assessing these effects; but (c) the success of the effort depends on a well-integrated, methodologically diverse research effort. He sketches how diverse methods might be combined and how a healthy scientific community might collaborate to generate adequate funding to support this vital enterprise.
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Citations
Cites
Mixed Methods Research: A Research Paradigm Whose Time Has Come
Johnson, R. B., & Onwuegbuzie, A. J. (2004) · Educational Researcher · doi:10.3102/0013189x033007014 · Cited by 11,170 · cited 4×
“Johnson and Onwuegbuzie, 2004 ) emphasize the quantitative versus qualitative”
BackgroundInfluentialEstimating causal effects of treatments in randomized and nonrandomized studies
Rubin, D. B. (1974) · Journal of Educational Psychology · doi:10.1037/h0037350 · Cited by 9,436
Statistics and Causal Inference
Holland, P. W. (1986) · Journal of the American Statistical Association · doi:10.1080/01621459.1986.10478354 · Cited by 5,293
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
Rosenthal, R., & Jacobson, L. (1968) · The Urban Review · doi:10.1007/bf02322211 · Cited by 3,878
How Much Can We Boost IQ and Scholastic Achievement
Jensen, A. (1969) · Harvard Educational Review · doi:10.17763/haer.39.1.l3u15956627424k7 · Cited by 2,907
Raudenbush, S. W. (1984) · Journal of Educational Psychology · doi:10.1037/0022-0663.76.1.85 · Cited by 302 · cited 2×
“and why expectancy effects occur, tested by Raudenbush (1984a) using “meta-analysis,””
BackgroundSelf-citation
Cited by
Seidel, T., & Shavelson, R. J. (2007) · Review of Educational Research · doi:10.3102/0034654307310317 · Cited by 1,259
What works in professional development?
Guskey, T. R., & Yoon, K. S. (2009) · Phi Delta Kappan · doi:10.1177/003172170909000709 · Cited by 894
Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009) · Review of Educational Research · doi:10.3102/0034654308325998 · Cited by 599
Frank, K. A., Maroulis, S. J., Duong, M. Q., & Kelcey, B. M. (2013) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373713493129 · Cited by 406
Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219410378444 · Cited by 199
Metadata
- Authors
- Raudenbush, S. W.
- Venue
- Educational Researcher
- Published
- 2005-06
- Volume
- 34
- Issue
- 5
- Pages
- 25-31
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2111167234
- Cited by
- 171
- References
- 7
- FWCI
- 92.22
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
