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The role of context in educational RCT findings: A call to redefine “evidence-based practice”
Cromley, Jennifer Perez, Tony Dai, Ting Mara, Kyle
Cromley, Jennifer
Perez, Tony
Dai, Ting
Mara, Kyle
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Post-print
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2020-05-20
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Psychological Studies in Education
Biology
Biology
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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.
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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.
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SAGE Publications
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Educational Researcher, 2020, Vol. 49, Issue 4
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