Abstract
Recent policy recommendations involving the putative primacy of randomized clinical trials in educational settings have reignited research paradigm debates. The authors of this article use the vehicle of strengthening structured journal abstracts to point out the argumentative character of all education research claims. They offer suggestions to authors to help inform academic and policy-oriented consumers of research articles about the various logical and evidentiary limitations that temper research-based claims, whether they emanate from quantitative or qualitative methods.
Get full access to this article
View all access options for this article.
References
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.