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    The role of context in educational RCT findings: A call to redefine “evidence-based practice”

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    Kaplan-PostPrint-2020-05-20.pdf
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    Genre
    Post-print
    Date
    2020-05-20
    Author
    Kaplan, Avi cc
    Cromley, Jennifer
    Perez, Tony
    Dai, Ting
    Mara, Kyle
    Balsai, Michael cc
    Department
    Psychological Studies in Education
    Biology
    Subject
    Classroom research
    Experimental research
    Learning environments
    Research utilization
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/498
    
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    DOI
    https://doi.org/10.3102%2F0013189X20921862
    Abstract
    In this commentary, we complement other constructive critiques of educational randomized control trials (RCTs) by calling attention to the commonly ignored role of context in causal mechanisms undergirding educational phenomena. We argue that evidence for the central role of context in causal mechanisms challenges the assumption that RCT findings can be uncritically generalized across settings. Anchoring our argument with an example from our own multistudy RCT project, we argue that the scientific pursuit of causal explanation should involve the rich description of contextualized causal effects. We further call for incorporating the evidence of the integral role of context in causal mechanisms into the meaning of “evidence-based practice,” with the implication that effective implementation of practice in a new setting must involve context-oriented, evidence-focused, design-based research that attends to the emergent, complex, and dynamic nature of educational contexts.
    Citation
    Kaplan A, Cromley J, Perez T, Dai T, Mara K, Balsai M. The Role of Context in Educational RCT Findings: A Call to Redefine “Evidence-Based Practice.” Educational Researcher, 2020 (49, 4) pp. 285-288. Copyright © 2020 (AERA). DOI: 10.3102/0013189X20921862.
    Citation to related work
    SAGE Publications
    Has part
    Educational Researcher, 2020, Vol. 49, Issue 4
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    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    ae974a485f413a2113503eed53cd6c53
    http://dx.doi.org/10.34944/dspace/480
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