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Criteria for evaluating interventions.

T R Miles1

  • 1School of Psychology, University of Wales, Bangor, Gwynedd, UK. t.r.miles@bangor.ac.uk

Dyslexia (Chichester, England)
|October 24, 2007
PubMed
Summary
This summary is machine-generated.

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Educational research rarely achieves the

Area of Science:

  • Educational Research
  • Medical Research Methodology

Background:

  • The 'gold standard' is a benchmark for evaluating medical intervention efficacy.
  • This standard is often unattainable in educational research settings.

Purpose of the Study:

  • To explore the challenges of applying a 'gold standard' in educational research.
  • To argue for the value of research that may not meet the highest methodological rigor.

Main Methods:

  • Conceptual analysis of research standards.
  • Discussion of the applicability of 'gold standard' in education.

Main Results:

  • Educational research frequently falls short of the 'gold standard' typically used in medicine.
  • Research not meeting the 'gold standard' can still hold significant value.

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Conclusions:

  • The 'gold standard' is an aspirational but often impractical benchmark for educational research.
  • Diverse methodological approaches in educational research can yield valuable insights.
  • Justifications for accepting research conclusions vary beyond strict adherence to a single standard.