The Importance of Being Thorough: On Systematic Accumulations of ‘What Works’ in Education Research
- 1 August 2008
- journal article
- Published by Oxford University Press (OUP) in Journal of Philosophy of Education
- Vol. 42 (s1) , 15-39
Abstract
No abstract availableKeywords
This publication has 35 references indexed in Scilit:
- WHY “WHAT WORKS” WON’T WORK: EVIDENCE‐BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCHEducational Theory, 2007
- What Works: real research or a cherry picker's paradise?FORUM, 2006
- THE PLACE OF SYSTEMATIC REVIEWS IN EDUCATION RESEARCHBritish Journal of Educational Studies, 2005
- Systematic reviews of research in science education: rigour or rigidity?International Journal of Science Education, 2005
- Comment: Educational Research:The Hardest Science of AllEducational Researcher, 2002
- On ‘Systematic’ Reviews of Research Literatures: A ‘narrative’ response to Evans & BenefieldBritish Educational Research Journal, 2001
- Systematic Reviews of Educational Research: Does the medical model fit?British Educational Research Journal, 2001
- In Defence of Ideas, or Why 'What Works' is Not EnoughBritish Journal of Sociology of Education, 2000
- The Relevance of Systematic Reviews to Educational Policy and PracticeOxford Review of Education, 2000
- Further Diagnostic Thoughts on What Ails Evaluation PracticeAmerican Journal of Evaluation, 2000