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Mark Innes. (2024) When policy intermediaries produce knowledge: A Bourdieusian analysis of the Education Endowment Foundation’s influence in a multi-academy trust. Journal of Education Policy 39:3, pages 366-383.
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Ben Smith, Stephen P. Morris & Harry Armitage. (2023) Using pupils’ grade obtained in national examinations as an outcome measure in evaluations: some considerations for the design of randomised controlled trials. Research Papers in Education 38:6, pages 886-901.
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Sam Sims, Jake Anders, Matthew Inglis & Hugues Lortie-Forgues. (2023) Quantifying “Promising Trials Bias” in Randomized Controlled Trials in Education. Journal of Research on Educational Effectiveness 16:4, pages 663-680.
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Jo Spong, Teresa Iacono, Ana Garcia-Melgar, Kerryn Bagley, Carol McKinstry, Nerida Hyett & Michael Arthur-Kelly. (2023) Toward the Improvement of Inclusive Education for Students With Disabilities via Online Intervention: Feasibility Randomized Controlled Trial in Australia. Journal of Research in Childhood Education 37:4, pages 619-635.
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Sam Sims, Jake Anders & Laura Zieger. (2022) The Internal Validity of the School-Level Comparative Interrupted Time Series Design: Evidence From Four New Within-Study Comparisons. Journal of Research on Educational Effectiveness 15:4, pages 876-897.
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Naomi Clements, Sara Davies & Anna Mountford-Zimdars. (2022) How professionalisation of outreach practitioners could improve the quality of evaluation and evidence: a proposal. Perspectives: Policy and Practice in Higher Education 26:2, pages 63-68.
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John F. Brown. (2022) Replication studies: an essay in praise of ground-up conceptual replications in the science of learning. Educational Research and Evaluation 27:1-2, pages 188-207.
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Articles from other publishers (13)
Debbie L. Hahs-Vaughn, Christine Depies DeStefano, Christopher D. Charles & Mary Little. (2024) Challenges and Adjustments in a Multisite School-Based Randomized Field Trial. American Journal of Evaluation.
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Ellen Kingsley, Katie Biggs, Kiera Solaiman, Anna Packham, Roshanak Nekooi, Matthew Bursnall, Kirsty McKendrick, Cindy L Cooper & Barry Wright. (2024) Implementation successes and lessons learnt from a randomised controlled trial of a complex school-based intervention. Research Methods in Medicine & Health Sciences.
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Sam Sims, Harry Fletcher-Wood, Alison O’Mara-Eves, Sarah Cottingham, Claire Stansfield, Josh Goodrich, Jo Van Herwegen & Jake Anders. (2023) Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. Review of Educational Research.
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Andrew Clapham. (2023) Docility and dilemmas: Mapping ‘performative evaluation’ and informal learning. Journal of Educational Change 24:4, pages 1077-1098.
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Joseph A Taylor, Debi Hanuscin, Okhee Lee, Sharon Lynch, Molly AM Stuhlsatz & Robert Talbot. (2023) Sources and consequences of teacher attrition in large-scale intervention impact studies. Research in Education 116:1, pages 43-66.
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Noémi Kis & József Balázs Fejes. (2023) Oktatási intervenció – értékes, de ritka jószág. Magyar Pedagógia 123:2, pages 67-81.
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Jia Song, Sarah MacQuarrie & Alexandra Hennessey. (2023) Working memory training: mechanisms, challenges and implications for the classroom. Frontiers in Education 8.
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Megan Dixon. (2023) Walking a mile in each other’s shoes – bridging the practice-to-research gap: A response to Dr McGeown. Psychology of Education Review 47:1, pages 28-34.
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Simon Sjölund, Jannika Lindvall, Maria Larsson & Andreas Ryve. (2022) Using research to inform practice through research‐practice partnerships: A systematic literature review. Review of Education 10:1.
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Ann Yinqi Zhang. (2022) From Clinical Trial to Education: Methodologies, Assumptions, and Directions. International Journal of Methodology 1:1, pages 2-10.
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Jo-Anne Baird. (2022) On the use of cognitive science in teacher education in England. Vernon Wall Lecture 1:Anniversary Edition, pages 34-48.
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Catherine Wheatley, Nick Beale, Thomas Wassenaar, Mackenzie Graham, Emma Eldridge, Helen Dawes & Heidi Johansen-Berg. (2020) Fit to Study: Reflections on designing and implementing a large-scale randomized controlled trial in secondary schools. Trends in Neuroscience and Education 20, pages 100134.
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Cathy Burnett, Guy Merchant & Michelle M Neumann. (2019) Closing the gap? Overcoming limitations in sociomaterial accounts of early literacy. Journal of Early Childhood Literacy 20:1, pages 111-133.
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