Evidence on “What Works”: An Argument for Extended-Term Mixed-Method (ETMM) Evaluation Designs

By Madhabi Chatterji. 2004

217 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/d6d88400b93d40d4d197e789d2b088ef1a75d95c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Kathleen M. T. Collins
2. Anthony J. Onwuegbuzie
3. J. V. van Merriënboer
4. Paul A. Kirschner
5. Stephanie K. Riegg
6. Ida Sutton
7. Sandra K. Abell
8. Nancy L. Leech

In Information Systems and Management

1. Stephanie K. Riegg
2. J. V. van Merriënboer
3. Paul A. Kirschner
4. Sandra K. Abell
5. Reynol Junco

In Management Science and Operations Research

1. Kathleen M. T. Collins
2. Ida Sutton
3. Anthony J. Onwuegbuzie
4. Stephanie K. Riegg
5. J. V. van Merriënboer
6. Paul A. Kirschner
7. Sandra K. Abell
8. Nancy L. Leech

Citations in the corpus

• Do Learners Really Know Best? Urban Legends in Education (2013, background): “Research should not simply try to find out “what works” (cf. Chatterji, 2005; Olsen, 2004) but should be aimed at explaining why particular methods help and why others do not help to reach particular goals in particular types of education under particular conditions.”
• Twenty Years Later: Does pedagogical content knowledge remain a useful idea? (2008, background): “What would other designs, such as mixed methods (Chatterji, 2004), add to the value of science teacher knowledge research?”
• A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education (2018, unknown): “Kirschner & van Merriënboer (2013, p.179) argue that ‘research should not simply try to find out Bwhat works^ (cf. Chatterji 2005; Olson 2004) but should be aimed at explaining why particular methods help and why others do not help to reach particular goals in particular types of education under…”
• A Model Incorporating the Rationale and Purpose for Conducting Mixed-Methods Research in Special Education and Beyond (2006, background): “In recent years,numerous calls have been made for researchers to combine qualitative and quantitative approaches within the same study ( Chatterji,2005; Johnson & O nw u eg bu z i e ,2 0 0 4 ;Ra u den bu s h ,2005)—most com m on ly known as mixed methods research.In addition,the publication ofthe Ha”
• Causal Inference and Omitted Variable Bias in Financial Aid Research: Assessing Solutions (2008, background): “…At the same time, a literature has grown debating its role, and that of the federal government, in shaping the education research agenda (Berliner, 2002; Chatterji, 2005; Dowd, forthcoming; Dowd & Tong, 2007; Erickson & Gutierrez, 2002; Feuer, Towne, & Shavelson, 2002a, 200b; St. Pierre, 2002).”