ERIC Number: EJ1002899
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 39
On Going (Way) beyond One's Data: A Proposal to Restrict Recommendations for Practice in Primary Educational Research Journals
Robinson, Daniel H.; Levin, Joel R.; Schraw, Gregory; Patall, Erika A.; Hunt, Earl B.
Educational Psychology Review, v25 n2 p291-302 Jun 2013
To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate about the educational policy implications of their research. We believe that this change will be beneficial for maintaining a separation between evidence and opinion concerning the legitimate warrants of empirical research. We suggest viable accompaniments and alternatives to authors offering practical recommendations and policy speculations in primary-research journal articles. Among these is to rely on all sources of evidence, including systematic research syntheses based on the aggregated contribution of multiple research studies from different sources, with recommendations for practice tailored to specific situations so that both their validity and utility will be increased. It is hoped that our proposed policy change will initiate a conversation among researchers, editors, reviewers, and educational-policy experts with respect to the scope and purpose of primary research journal articles.
Descriptors: Educational Policy, Journal Articles, Educational Research, Periodicals, Expertise, Educational Practices, Editing, Evidence, Research Methodology, Researchers
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A