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Temple University Center for Research
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The fourth and final component of scientifically based research is the need for a peer review process to establish persuasiveness. Although the most rigorous form of peer review is publication in a professional journal, one should at least have access to qualified colleagues who can carefully examine and critique the completed research project. Furthermore, one must define what “persuasiveness” means in one’s specific context, and who, exactly, must be persuaded for the research to be accepted (e.g., does the district superintendent have final say, or is it equally important to consider the responses of parents and community members?)
Clearly, conducting scientifically based research is a time-consuming and often
demanding process that must balance meeting the required components with sensitivity to the complex human factors that exist in any research setting. Not surprisingly, keeping that balance in check can be immensely challenging in research contexts such as schools. But given the potential for scientifically based research to identify and support educational strategies that truly work in the service of students’ learning needs, the challenge seems well worth the effort.
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References:
Darlington, R. (1990). Regression and linear models. New York: McGraw-Hill Publishing Company.
NCLB Act of 2001, Pub.L. No. 107–110, 115 Stat 1425 (2002). Retrieved May 2004, from http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf
Onwuegbuzie, A. J., & Daniel L. G. (2003, February).Typology of analytical and interpretational errors in quantitative and qualitative educational research. Current Issues in Education. 6(2). Retrieved May 2004, from http://cie.asu.edu/volume6/number2
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs
for generalized causal inference. Boston: Houghton Mifflin.
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