www.cardiff.ac.uk/socsi/capacity 2Warranting research claims from non-experimental evidence This paper contains a preliminary consideration of the nature and role of warrants for research conclusions in educational research. It focuses on warrants for conclusions drawn from findings based on non-experimental evidence. The paper describes some of the standard non-experimental designs, and their need for a warrant in the form of a logical and persuasive link between the evidence produced and the conclusions drawn (with appropriate qualifications and caveats). It describes social scientific warrants, and suggests that the elimination of plausible rival alternative explanations for the evidence is a key approach (and one that is independent of ...
Experimental studies are often employed to test the effectiveness of teaching innovations such as ne...
Alan Bainbridge – ORCID: 0000-0001-7783-7747 https://orcid.org/0000-0001-7783-7747Item not availab...
This paper considers three different claims to knowledge, namely, “fully descriptive”, “generally de...
We begin by arguing that the continuing dominance of ‘evidence-based’ thinking in educational policy...
For decades there have been calls by concerned stakeholders to improve the quality of education rese...
Introductory comments This chapter describes the range of evidence that exists relevant to educatio...
Is to uncover new information that adds to what people currently know about the world and contribute...
An increasingly large body of research has been generated in the last two to three decades, many cla...
Most methodological discussion in experimental economics has been pursued by justifying the use of e...
This paper started as a debate between the two authors. Both authors present a series of proposition...
Furlong and Oancea's influential framework for assessing the products of applied and practice-based ...
This paper considers three common types of claim to research knowledge, and the relative difficulty ...
How can we decide whether some new tool or approach is valuable? Do published results of empirical r...
This paper considers three different claims to knowledge, namely, “fully descriptive”, “generally de...
This paper describes, and lays out an argument for, the use of a procedure to help groups of reviewe...
Experimental studies are often employed to test the effectiveness of teaching innovations such as ne...
Alan Bainbridge – ORCID: 0000-0001-7783-7747 https://orcid.org/0000-0001-7783-7747Item not availab...
This paper considers three different claims to knowledge, namely, “fully descriptive”, “generally de...
We begin by arguing that the continuing dominance of ‘evidence-based’ thinking in educational policy...
For decades there have been calls by concerned stakeholders to improve the quality of education rese...
Introductory comments This chapter describes the range of evidence that exists relevant to educatio...
Is to uncover new information that adds to what people currently know about the world and contribute...
An increasingly large body of research has been generated in the last two to three decades, many cla...
Most methodological discussion in experimental economics has been pursued by justifying the use of e...
This paper started as a debate between the two authors. Both authors present a series of proposition...
Furlong and Oancea's influential framework for assessing the products of applied and practice-based ...
This paper considers three common types of claim to research knowledge, and the relative difficulty ...
How can we decide whether some new tool or approach is valuable? Do published results of empirical r...
This paper considers three different claims to knowledge, namely, “fully descriptive”, “generally de...
This paper describes, and lays out an argument for, the use of a procedure to help groups of reviewe...
Experimental studies are often employed to test the effectiveness of teaching innovations such as ne...
Alan Bainbridge – ORCID: 0000-0001-7783-7747 https://orcid.org/0000-0001-7783-7747Item not availab...
This paper considers three different claims to knowledge, namely, “fully descriptive”, “generally de...