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Facts Are More Important Than Novelty: Replication in the Education Sciences
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Facts Are More Important Than Novelty: Replication in the Education Sciences
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Published online first in:
Educational Researcher
August 14, 2014
Matthew C. Makel, Duke University
Jonathan A. Plucker, University of Connecticut
Abstract
Despite increased attention to methodological rigor in education research, the field has focused heavily on experimental design and not on the merit of replicating important results. The present study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor and found that only 0.13% of education articles were replications. Contrary to previous findings in medicine, but similar to psychology, the majority of education replications successfully replicated the original studies. However, replications were significantly less likely to be successful when there was no overlap in authorship between the original and replicating articles. The results emphasize the importance of third-party, direct replications in helping education research improve its ability to shape education policy and practice.
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Read the news release
"Study Details Shortage of Replication in Education Research"
News Coverage
Ed researchers fail reliability standard
Cabinet Report
, August 19, 2014
Failure to Replicate
Inside Higher Ed
, August 14, 2014
Higher-Education Research Rarely Gets Replicated
The Chronicle of Higher Education
, August 14, 2014
Morning Education: The Rarity of Replication Research
Politico,
August 14, 2014
Author Interview
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"Facts Are More Important Than Novelty: Replication in the Education Sciences" (PDF)
Educational Researcher
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