000			01784naa a2200181uu 4500
001			5091916230617
003			OSt
005			20190211160131.0
008			050919s2005 xx ||||gr |0|| 0 eng d
100	1		_aCOOK, Thomas D _915852
245	1	0	_aWhy Have Educational Evaluators Chosen Not to Do Randomized Experiments?
260			_aThousand Oaks : _bSage Publications, _cSeptember 2003
520	3		_aThis article analyzes the reasons that have been adduced within the community of educational evaluators for not doing randomized experiments. The objections vary in congency. Those that have most substance are not insurmountable, however, and strategies are mentioned for dealing with them. However, the objections are serious enough, and the remedies partial enough, that it seems hardly warrented to call experiments the "gold standard" of causal inference. Yet even if they are not perfect in research practiec, this article shows how they are logically and empirically superior to all currently known alternatives. The article particularly addresses the objection that school personnel wil not accept experiments. It shows that hundreds of them have been done there by researchers with backgrounds in psychology and public health who study the prevention of unhealthy behaviors. But experiments are much rarer among researchers trained in education who study changing academic performance. Reasons are adduced for this difference in academic culture within scholl-based research
650		4	_aExperiments; Education; Research Culture _921800
773	0	8	_tThe Annals of The American Academy of Political and Social Science _g590, p. 114-149 _dThousand Oaks : Sage Publications, September 2003 _xISSN 0002-7162 _w
942			_cS
998			_a20050919 _b1623^b _cAnaluiza
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c13612 _d13612
041			_aeng