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Where does good evidence come from?

Gorard, Stephen and Cook, Thomas (2007) Where does good evidence come from? International Journal of Research & Method in Education, 30 (3). pp. 307-323. ISSN 1743-727x

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URL of Published Version: http://dx.doi.org/10.1080/17437270701614790

Identification Number/DOI: 10.1080/17437270701614790

This paper started as a debate between the two authors. Both authors present a series of propositions about quality standards in education research. Cook’s propositions, as might be expected, concern the importance of experimental trials for establishing the security of causal evidence, but they also include some important practical and acceptable alternatives such as regression discontinuity analysis. Gorard’s propositions, again as might be expected, tend to place experimental trials within a larger mixed method sequence of research activities, treating them as important but without giving them primacy. The paper concludes with a synthesis of these ideas, summarising the many areas of agreement and clarifying the few areas of disagreement. The latter include what proportion of available research funds should be devoted to trials, how urgent the need for more trials is, and whether the call for more truly mixed methods work requires a major shift in the community.

Type of Work:Article
Date:2007 (Publication)
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:Department of Education and Social Justice
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Additional Information:

'This is an electronic post-print version of an article published in International Journal of Research and Method in Education Vol. 30, No. 3 (2007): 307-323.

Keywords:education, social justice, education and social justice, education research, quality, methodology, research methods
Subjects:LB Theory and practice of education
H Social Sciences (General)
L Education (General)
Institution:University of Birmingham, Northwestern University
Copyright Holders:Taylor & Francis
ID Code:599
Refereed:YES
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