Accumulating Evidence: Procedures for Resolving Contradictions among Different Research Studies.
Significant knowledge in the social sciences accrues ever too slowly. A major reason is that various research studies on a particular question tend to be of dissimilar designs, making their results difficult to compare. An even more important factor is that social science studies frequently produce...
| Publicado en: | Harvard Educational Review Vol. 41; no. 4; pp. 429 - 472 |
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| Autores principales: | , |
| Formato: | Artículo |
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Harvard University
Nov1971
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19735765&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19735765 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00178055 HER jtl: Harvard Educational Review issn: 00178055 maglogo: N pubinfo: dt: Nov1971 vid: 41 iid: 4 pid: 191 pub: Harvard University artinfo: ui: 19735765 10.17763/haer.41.4.437714870334w144 ppf: 429 ppct: 43 formats: tig: atl: Accumulating Evidence: Procedures for Resolving Contradictions among Different Research Studies. aug: au: Light, Richard J. Smith, Paul V. su: Social sciences education Social science research Cluster analysis (Statistics) Paradigms (Social sciences) Sampling (Process) Models & modelmaking Statistical correlation Random variables Education sug: subj: Social sciences education Social science research Cluster analysis (Statistics) Paradigms (Social sciences) Sampling (Process) Models & modelmaking Statistical correlation Random variables Education ab: Significant knowledge in the social sciences accrues ever too slowly. A major reason is that various research studies on a particular question tend to be of dissimilar designs, making their results difficult to compare. An even more important factor is that social science studies frequently produce conflicting results, which hinder theoretical developments and confuse those responsible for the implementation of social policies. In this pioneering effort the authors suggest criteria for determining when data from dissimilar studies can be pooled. Methods for recognizing fundamental differences in research designs, and for avoiding the creation of artificial differences, are offered. A paradigm, labeled the ‘cluster approach,’ is proposed as a means of combining the data of studies from which conflicting conclusions have been drawn. Major emphasis is placed on ways that the paradigm might solve problems presently faced by educational researchers, and several studies comparing the effectiveness of pre-school programs are used to illustrate the cluster approach. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1971 holdings: @attributes: islocal: N |
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