Things (We Now Believe) We Know

Dados Bibliográficos

ID9732240
AutoresSusan Troncoso Skidmore (0000-0002-5731-0988, Sam Houston State University, Huntsville, TX, autor correspondente), Bruce Thompson (0000-0002-5885-0652, Texas A&M University, College Station, TX)
Ano2012
Volume41
Fascículo5
Páginas177-178
Data de publicação2012-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x12447282
OpenAlexW2006685141
IdiomaEN
Referências citadas14

The present article responds briefly to the comments, in this issue of Educational Researcher, of Petrosino and of Robinson to the “Propagation of Misinformation About Frequencies of RFTs/RCTs in Education: A Cautionary Tale.” The authors emphasize that the context of how the quality of education research is perceived both within and outside the field creates the milieu for evaluating the ultimate impacts of misinformation about that quality. They note that related concerns have been detailed in various American Educational Research Association journal articles and in other reports for decades

Context (archaeology · Educational research · Epistemology · Misinformation · Pedagogy · Political science · Quality (philosophy · Academic Freedom and Politics · History · Innovative Teaching Methodologies in Social Sciences · Law · Legal Issues in Education · Psychology