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dc.creatorKaplan, Avi
dc.creatorCromley, Jennifer
dc.creatorPerez, Tony
dc.creatorDai, Ting
dc.creatorMara, Kyle
dc.creatorBalsai, Michael
dc.date.accessioned2020-10-12T16:02:25Z
dc.date.available2020-10-12T16:02:25Z
dc.date.issued2020-05-20
dc.identifier.citationKaplan 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.
dc.identifier.issn1935-102X
dc.identifier.doihttp://dx.doi.org/10.34944/dspace/480
dc.identifier.urihttp://hdl.handle.net/20.500.12613/498
dc.description.abstractIn 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.
dc.format.extent9 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofFaculty/ Researcher Works
dc.relation.haspartEducational Researcher, 2020, Vol. 49, Issue 4
dc.relation.isreferencedbySAGE Publications
dc.rightsAll Rights Reserved
dc.subjectClassroom research
dc.subjectExperimental research
dc.subjectLearning environments
dc.subjectResearch utilization
dc.titleThe role of context in educational RCT findings: A call to redefine “evidence-based practice”
dc.typeText
dc.type.genrePost-print
dc.description.departmentPsychological Studies in Education
dc.description.departmentBiology
dc.relation.doihttps://doi.org/10.3102%2F0013189X20921862
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.schoolcollegeTemple University. College of Education and Human Development
dc.description.schoolcollegeTemple University. College of Science and Technology
dc.creator.orcid0000-0002-2898-0085
dc.creator.orcid0000-0003-0778-7478
dc.temple.creatorKaplan, Avi
dc.temple.creatorBalsai, Michael
refterms.dateFOA2020-10-12T16:02:25Z


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