Abstract
Pressley and Harris' concerns about the current quality of educational intervention research are applauded. They are also extended to distinguish between research credibility (scientific believability) and research creditability (educational commendability). A “best possible” design philosophy is introduced to enable intervention researchers to craft research that is both credible and creditable.
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Levin, J.R. Crafting educational intervention research that's both credible and creditable. Educ Psychol Rev 6, 231–243 (1994). https://doi.org/10.1007/BF02213185
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DOI: https://doi.org/10.1007/BF02213185