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ERIC Number: EJ1237473
Record Type: Journal
Publication Date: 2019-Dec
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-189X
EISSN: N/A
Making Every Study Count: Learning from Replication Failure to Improve Intervention Research
Kim, James S.
Educational Researcher, v48 n9 p599-607 Dec 2019
Why, when so many educational interventions demonstrate positive impact in tightly controlled efficacy trials, are null results common in follow-up effectiveness trials? Using case studies from literacy, this article suggests that replication failure can surface hidden moderators--contextual differences between an efficacy and an effectiveness trial--and generate new hypotheses and questions to guide future research. First, replication failure can reveal systemic barriers to program implementation. Second, it can highlight for whom and in what contexts a program theory of change works best. Third, it suggests that a fidelity first and adaptation second model of program implementation can enhance the effectiveness of evidence-based interventions and improve student outcomes. Ultimately, researchers can make every study count by learning from both replication success and failure to improve the rigor, relevance, and reproducibility of intervention research.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Grant or Contract Numbers: U396B100195