Sims, S;
(2020)
Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis (2019).
Educational Researcher
, 49
(4)
pp. 289-290.
10.3102/0013189X19867931.
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Abstract
Lortie-Forgues and Inglis (2019) convincingly demonstrate that 40% of rigorous, large-scale education trials are uninformative about impact. However, they and others dismiss the value of larger trials for solving this problem, based on a miscalculation. Contrary to this, I argue that making trials larger is a feasible and affordable way of making them more informative.
| Type: | Article |
|---|---|
| Title: | Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis (2019) |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.3102/0013189X19867931 |
| Publisher version: | https://doi.org/10.3102/0013189X19867931 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Social Sciences, Education & Educational Research, educational policy, evaluation, experimental design, meta-analysis, program evaluation |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10101577 |
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