Reporting Randomized Controlled Trials in Education.
To read the full text of this article, click here: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED562867
Author(s): Mayo-Wilson, Evan; Grant, Sean; Montgomery, Paul
Randomized controlled trials (RCTs) are increasingly used to evaluate programs and interventions in order to inform education policy and practice. High quality reports of these RCTs are needed for interested readers to understand the rigor of the study, the interventions tested, and the context in which the evaluation took place (Mayo-Wilson et al., 2013). The Consolidated Standards of Reporting Trials (CONSORT) Statement--and its extensions--are the preeminent guidelines for reporting RCTs; they are based on empirical evidence and expert consensus about biases related to validity (Schulz, Altman, Moher, for the CONSORT Group, 2010). While CONSORT guidelines are well-known in the social and behavioral sciences, there is less evidence of widespread uptake and implementation in education compared with biomedical disciplines, and deficiencies persist in the reporting of intervention trials in education (Torgerson, Torgerson, Birks, & Porthouse, 2005). Following recommended techniques for guideline development and dissemination (Moher et al., 2010), this presentation focuses on a structured research programme to develop a reporting guideline for intervention RCTs in education and related disciplines. Namely, this presentation will overview the reporting quality of RCTs in education, and discuss reporting guidance for reporting education intervention RCTs.
ERIC Descriptors: Educational Research; Randomized Controlled Trials; Intervention; Standards; Context Effect; Validity; Research Reports; Delphi Technique; Researchers
Publisher: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: firstname.lastname@example.org; Web site: http://www.sree.org
Source: Society for Research on Educational Effectiveness
ERIC Number: ED562867
Record Type: Non-Journal
Publication Type: Reports - Research
|Printer friendly Cite/link Email Feedback|
|Author:||Mayo-Wilson, Evan; Grant, Sean; Montgomery, Paul|
|Date:||Jan 1, 2014|
|Previous Article:||Replicating the Relationship between Teachers' Data Use and Student Achievement: The Urban Data Study and the Data Dashboard Usage Study.|
|Next Article:||Using Generalizability Theory to Examine Sources of Variance in Observed Behaviors within High School Classrooms.|