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Title: Making Every Study Count: Learning From Replication Failure to Improve Intervention Research
Authors: Kim, James S.
Keywords: educational policy
experiemental design
experiemental research
Issue Date: 16-Dec-2019
Publisher: Sage Publications
Series/Report no.: Educational Researcher;Volume: 48 issue: 9, page(s): 599-607
Abstract: Why, when so many educational interventions demonstrate positive impact in tightly controlled efficacy trials, are null results common in follow-up effectiveness trials? Using case studies from literacy, this article suggests that replication failure can surface hidden moderators—contextual differences between an efficacy and an effectiveness trial—and generate new hypotheses and questions to guide future research. First, replication failure can reveal systemic barriers to program implementation. Second, it can highlight for whom and in what contexts a program theory of change works best. Third, it suggests that a fidelity first and adaptation second model of program implementation can enhance the effectiveness of evidence-based interventions and improve student outcomes. Ultimately, researchers can make every study count by learning from both replication success and failure to improve the rigor, relevance, and reproducibility of intervention research.
ISSN: 0013-189X,eISSN: 0013189X
Appears in Collections:ePapers

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