How Come So Many Hypotheses in Educational Research are Supported? (A Modest Proposal)
Bibliographic Data
| ID | 9734970 |
|---|---|
| Authors | S ALAN COHEN (University of San Francisco, corresponding author), Joan S Hyman (University of San Francisco) |
| Year | 1979 |
| Volume | 8 |
| Issue | 11 |
| Pages | 12 |
| Publication date | 1979-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.2307/1174289 |
| OpenAlex | W4236450195, W1996706198 |
| Language | EN |
| Citations received | 9 |
| References cited | 6 |
Educational research · Mathematics education · Pedagogy · Research methodology · Sociology · Educational Assessment and Improvement · Evaluation and Performance Assessment · Psychology · Psychometric Methodologies and Testing
Power Estimates in the Presence of a Covariate and Measurement Error
Determining Effect Sizes in Various Experimental Designs
Minsize
Effects of Teaching Sixth-Grade Students to Modify Format Variables of Math Word Problems
Effect of Retaking the Medical College Admission Test on Applicants' Scores
Effects of Instructions at Encoding on Constructive Memory Processes
Response to Burleson and Rowan
Instructional Alignment
On Why Many Hypotheses in and on the Interpretation of Educational Research are Supported Sample Effect Sizes
| Citations per year | 0.2 |
|---|---|
| Citation span | 1980 - 1998 (19) |
| Highly cited | No |