Details

Autor(en) / Beteiligte

• Kim, James S.

Titel

Making Every Study Count: Learning From Replication Failure to Improve Intervention Research

Ist Teil von

• Educational researcher, 2019-12, Vol.48 (9), p.599-607

Ort / Verlag

Los Angeles, CA: SAGE Publishing

Erscheinungsjahr

2019

Quelle

ERIC

Beschreibungen/Notizen

• 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.