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ERIC Number: EJ1123550
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1380-3611
The Importance of Specifying and Studying Causal Mechanisms in School-Based Randomised Controlled Trials: Lessons from Two Studies of Cross-Age Peer Tutoring
Morris, Stephen P.; Edovald, Triin; Lloyd, Cheryl; Kiss, Zsolt
Educational Research and Evaluation, v22 n7-8 p422-439 2016
Based on the experience of evaluating 2 cross-age peer-tutoring interventions, we argue that researchers need to pay greater attention to causal mechanisms within the context of school-based randomised controlled trials. Without studying mechanisms, researchers are less able to explain the underlying causal processes that give rise to results from randomised controlled trials. Studying implementation fidelity is necessary but not sufficient for causal explanation; the study of causal mechanisms through the application of mixed methods is also required. Due to the increasingly complicated nature of many classroom-based innovations that are subject to evaluation, and the potentially distal nature of hypothesised effects, particularly on attainment, programme theory and articulation of mechanisms are essential in enhancing causal explanation and promoting the accumulation of knowledge of what works and why in classroom settings.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)