Citations (12)
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Leire Agirreazkuenaga. (2022) Environmental and sustainability education: A critical analysis of evaluation instruments through a research–practice partnership. Environmental Education Research 28:5, pages 695-714.
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Laura A. Outhwaite, Anthea Gulliford & Nicola J. Pitchford. (2020) A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes. International Journal of Research & Method in Education 43:3, pages 225-242.
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Kim B. Wright. (2019) Improvement Science as a Promising Alternative to Barriers in Improving STEM Teacher Quality through Professional Development. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 92:1-2, pages 1-8.
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Naomi Flynn. (2019) Facilitating evidence-informed practice. Teacher Development 23:1, pages 64-82.
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Susanne Kjällander & Sofia Johnson Frankenberg. (2018) How to design a digital individual learning RCT-study in the context of the Swedish preschool: experiences from a pilot-study. International Journal of Research & Method in Education 41:4, pages 433-446.
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Stephen P. Morris, Triin Edovald, Cheryl Lloyd & Zsolt Kiss. (2016) The importance of specifying and studying causal mechanisms in school-based randomised controlled trials: lessons from two studies of cross-age peer tutoring. Educational Research and Evaluation 22:7-8, pages 422-439.
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Maria Pampaka, Julian Williams & Matt Homer. (2016) Is the educational ‘what works’ agenda working? Critical methodological developments. International Journal of Research & Method in Education 39:3, pages 231-236.
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Articles from other publishers (5)
Annie Padwick, Opeyemi Dele-Ajayi, Carol Davenport & Rebecca Strachan. (2023) Evaluating a complex and sustained STEM engagement programme through the lens of science capital: insights from Northeast England. International Journal of STEM Education 10:1.
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Michael D. Pullmann, Larissa M. Gaias, Mylien T. Duong, Tara Gill, Caryn Curry, Colleen Cicchetti, Tali Raviv, Sharon Kiche & Clayton R. Cook. (2022) Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process. Psychology in the Schools 59:12, pages 2486-2505.
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Giovanni Abbiati, Gianluca Argentin, Andrea Caputo & Aline Pennisi. (2021) Repetita Iuvant? A Repeated Randomized Controlled Trial on the Effectiveness of an At-Scale Teacher Professional Development Program. Evaluation Review 46:5, pages 578-597.
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Jake Anders & Morag Henderson. 2019. Socioeconomic Inequality and Student Outcomes. Socioeconomic Inequality and Student Outcomes
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Sharon A. Hoover. (2018) When We Know Better, We Don’t Always Do Better: Facilitating the Research to Practice and Policy Gap in School Mental Health. School Mental Health 10:2, pages 190-198.
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