Series editor(s): Dr Anthony Rotatori
Subject Area: Education
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|Title:||Chapter 13 Scientifically supported interventions|
|Author(s):||Martha L. Thurlow, Courtney Foster, Christopher M. Rogers|
|Volume:||19 Editor(s): Festus E. Obiakor, Jeffrey P. Bakken, Anthony F. Rotatori ISBN: 978-1-84855-668-3 eISBN: 978-1-84855-669-0|
|Citation:||Martha L. Thurlow, Courtney Foster, Christopher M. Rogers (2009), Chapter 13 Scientifically supported interventions, in Festus E. Obiakor, Jeffrey P. Bakken, Anthony F. Rotatori (ed.) Current Issues and Trends in Special Education: Identification, Assessment and Instruction (Advances in Special Education, Volume 19), Emerald Group Publishing Limited, pp.199-212|
|DOI:||10.1108/S0270-4013(2010)0000019016 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
Federal education laws increasingly seem to expect educational research to follow the same processes, approaches, and designs as all scientific research. Scientific inquiries typically are based on empiricism, seen as methodical and producing results that are reliable and generalizable, all of which are appealing when examining educational approaches (National Research Council, 2002). The implementation of scientific inquiry uses experimental conditions, comparison of control groups to groups who received the educational intervention, and clearly measurable outcomes. Experimental conditions require random assignment, which means that participants are just as likely to be selected for the control condition as they are for the experimental/intervention condition. In most educational settings, research rarely achieves random assignment of participants to control and experimental conditions because students are grouped into classrooms with teachers who have different teaching styles, communication styles, and relationships with individual students (Odom et al., 2005).
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