Conceptual Replications, Research, and the "What Works" Agenda in Education

Autor/in	Morrison, Keith
Titel	Conceptual Replications, Research, and the "What Works" Agenda in Education
Quelle	In: Educational Research and Evaluation, 27 (2022) 1-2, S.35-60 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morrison, Keith)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2021.2022314
Schlagwörter	Replication (Evaluation); Educational Research; Construct Validity; Generalizability Theory; Accuracy; Definitions; Research Methodology; Research Design + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Begriffsbestimmung; Research method; Forschungsmethode; Forschungsdesign
Abstract	Conceptual replications have received increased coverage in the educational research agenda. This article argues for clarity in, and justification of, the definition, scope, and boundaries of a conceptual replication and what it can and cannot do. It argues for clear justifications when changing components from those of the original study. The article raises issues concerning internal validity and construct validity which arise from the elision of replication with applicability and generalisability in a conceptual replication, and questions how far the "concept" needs, and can obtain, greater separation from context. It indicates limits to the power of conceptual replications to falsify and verify the original study, and argues for greater specificity, precision, accuracy, and attention to contexts, conditions, and causality and their influence on outcomes. Implications are drawn for preparing, planning, conducting, analysing, judging, and reporting "fair" conceptual replications in education, identifying 10 "rules" for a fair conceptual replication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01