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It explains why replication and reproducibility matter for evidence-based education decision making, clarifies core terminology, and distinguishes forms of replication such as direct and conceptual. 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Conceptual replication varies specific aspects of the prior study’s method and/or procedures to determine whether similar results appear under changed conditions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584541,1792192320,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Companion Guidelines on Replication & Reproducibility in Education Research  \nA Supplement to the Common Guidelines for Education Research and Development  \nA Report from The National Science Foundation and  \nThe Institute of Education Sciences, U.S. Department of Education  \nNov 28, 2018  \nIntroduction  \nThe Institute of Education Sciences (IES) and the National Science Foundation (NSF) jointly issued the Common Guidelines for Education Research and Development in 2013 to describe “shared understandings of the roles of various types of ‘genres’ of research in generating evidence about strategies and interventions for increasing student learning” (IES and NSF, 2013: 7) . In the intervening period, the education research community and federal policymakers have been increasingly attentive to the role of, and factors that promote and inhibit, replication and reproducibility of research.  \nIn order to build a coherent body of work to inform evidence-based decision making, there is a need to increase the visibility and value of reproducibility and replication studies among education research stakeholders. The purpose of this companion to the Common Guidelines is to highlight the importance of these studies and provide crossagency guidance on the steps investigators are encouraged to take to promote corroboration, ensure the integrity of education research, and extend the evidence base. The companion begins with a brief overview of the central role of replication in the advancement of science, including definitions of key terminology for the purpose of establishing a common understanding of the concepts. The companion also addresses the challenges and implications of planning and conducting reproducibility and replication studies within education.  \nBackground and terminology  \nEfforts to reproduce and replicate research findings are central to the accumulation of scientific knowledge that helps inform evidence-based decision making and policies. Purposeful replications of previous research that corroborate or disconfirm prior results are essential to building a strong, scientific evidence base (Makel and Plucker, 2014) . From a policy perspective, replication studies provide critical information about the veracity and robustness of research findings, and can help researchers, practitioners, and policy makers gain a better understanding of what interventions improve (or do not improve) education outcomes, for whom, and under what conditions.  \nThe Common Guidelines describe six genres of research: foundational, early-stage or exploratory, design and development, efficacy, effectiveness, and scale-up. The literature around replicability of research has primarily focused on causal impact studies (i.e., the efficacy, effectiveness, and scale-up genres) . However, issues of replication are salient in other genres as well. For example, reproducibility and replication are critical for validating and extending early-stage or exploratory work. As the science develops, we may learn more about how issues of reproducibility and replication pertain to other genres of research discussed in the Common Guidelines and supported by IES and NSF (e.g., design and development) .  \nReproducibility refers to the ability to achieve the same findings as another investigator using extant data from a prior study. It has been described as “a minimum necessary condition for a finding to be believable and informative,” (Subcommittee on Replicability and Science, 2015: 4) . 1 Some reproducibility studies re-analyze data using the same analytic procedures to verify study results or identify errors in the dataset or analytic procedures. Others use different statistical models to see if changes in methods or assumptions lead to similar or different conclusions than the original study.  \nMultiple types of replications have been identified, and terminology to describe them proposed (e.g., Schmidt, 2009) . In general, replication studies involve collecting and analyzi","cbCaisdXGWvQbOzo","https://ap.wps.com/l/cbCaisdXGWvQbOzo","pdf",330592,11,"English","# Introduction\n# Background and terminology\n## Definitions of reproducibility and replication\n## Types of replication (direct and conceptual)\n## Links to efficacy, effectiveness, and scale-up research","[{\"question\":\"What is the purpose of this companion to the Common Guidelines for Education Research and Development?\",\"answer\":\"It highlights the importance of replication and reproducibility studies and provides crossagency guidance on steps investigators can take to promote corroboration and integrity, and to extend the evidence base.\"},{\"question\":\"How does the document define reproducibility?\",\"answer\":\"Reproducibility is the ability for another investigator to achieve the same findings using extant data from a prior study, described as a minimum necessary condition for a finding to be believable and informative.\"},{\"question\":\"What are direct and conceptual replication studies?\",\"answer\":\"Direct replication uses the same or highly similar methods and procedures to test whether prior results were due to error or chance. Conceptual replication varies specific aspects of the prior study’s method and/or procedures to determine whether similar results appear under changed conditions.\"}]","Companion Guidelines on Replication & Reproducibility in Education Research - Supplement | PDF",1792051386,28]