The Incidence of "Causal" Statements in Teaching-and-Learning Research Journals

Autor/inn/en	Robinson, Daniel H.; Levin, Joel R.; Thomas, Greg D.; Pituch, Keenan A.; Vaughn, Sharon
Titel	The Incidence of "Causal" Statements in Teaching-and-Learning Research Journals
Quelle	In: American Educational Research Journal, 44 (2007) 2, S.400-413 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831207302174
Schlagwörter	Intervention; Incidence; Meta Analysis; Bibliometrics; Evaluation Research; Causal Models; Heuristics; Journal Articles; Teaching (Occupation); Learning Processes + Suchen Sie Ihr Suchwort? Vorkommen; Meta-analysis; Metaanalyse; Bibliometrie; Evaluationsforschung; Kausalanalyse; Heuristik; Journal article; Zeitschriftenaufsatz; Teaching; Lehrberuf; Learning process; Lernprozess
Abstract	The authors examined the methodologies of articles in teaching-and-learning research journals, published in 1994 and in 2004, and classified them as either intervention (based on researcher-manipulated variables) or nonintervention. Consistent with the findings of Hsieh et al., intervention research articles declined from 45% in 1994 to 33% in 2004. For nonintervention articles, the authors recorded the incidence of "causal" statements (e.g., if teachers/schools/parents did X, then student/child outcome Y would likely result). Nonintervention research articles containing causal statements increased from 34% in 1994 to 43% in 2004. It appears that at the same time intervention studies are becoming less prevalent in the teaching-and-learning research literature, researchers are more inclined to include causal statements in nonintervention studies. (Contains 4 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10