Abstract
Reasons for concern about the quality of quantitative, experimental research in education are reviewed. These include internal and external validity errors, questionable design and analyses practices, and incomplete or misleading discussions of findings. More positively, the concerns can be addressed by individual investigators, and the larger profession could improve the quality of educational intervention research through shifts in publication practices.
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Pressley, M., Harris, K.R. Increasing the quality of educational intervention research. Educ Psychol Rev 6, 191–208 (1994). https://doi.org/10.1007/BF02213181
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DOI: https://doi.org/10.1007/BF02213181