Randomized Experiments and Quasi-Experimental Designs in
                    Educational Research

Steiner, Péter; Wroblewski, Angela; Cook, Thomas D.

doi:10.4135/9781452226606.n5

Cited by 16 publications

(15 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the climate of accountability, knowledge claims that have not been derived through positivist/postpositivist methodologies are considered less credible (Henry, 2009;Steiner, Wroblewski, & Cook, 2009), leading to what Reagan (1996) would call a form of ''epistemological ethnocentrism,'' where ''legitimate discourse'' is firmly established along rather narrow dimensions. Foucault's (1980) concept of geneology helps to illustrate the distinction between what are considered ''legitimate knowledge'' claims articulated through scientific discourse and ''subjugated knowledge'' based on local and regional community expressions.…”

Section: Key Tensions Between Technocratic and Participatory Approachmentioning

confidence: 98%

The Case for Participatory Evaluation in an Era of Accountability

Chouinard

2013

American Journal of Evaluation

113

View full text Add to dashboard Cite

Evaluation occurs within a specific context and is influenced by the economic, political, historical, and social forces that shape that context. The culture of evaluation is thus very much embedded in the culture of accountability that currently prevails in public sector institutions, policies, and program. As such, our understanding of the reception and use of participatory approaches to evaluation must include an understanding of the practices of new public management and of the concomitant call for accountability and performance measurement standards that currently prevail. In this article, the author discusses how accountability has been defined and understood in the context of government policies, programs, and services and provides a brief discussion of participatory and collaborative approaches to evaluation and the interrelationship between participatory evaluation and technical approaches to evaluation. The main part of the article is a critical look at key tensions between participatory and technocratic approaches to evaluation. The article concludes with a focus on the epistemological and cultural implications of the current culture of public accountability.

show abstract

Section: Key Tensions Between Technocratic and Participatory Approachmentioning

confidence: 98%

The Case for Participatory Evaluation in an Era of Accountability

Chouinard

2013

American Journal of Evaluation

113

View full text Add to dashboard Cite

show abstract

“…ITS can be considered one particular form of the regression discontinuity design (discussed in detail below) where the discontinuity occurs along the time-axis. In addition to being a study design used in epidemiologic research, the ITS method is frequently employed in education research [40]. An analysis by Liu and Mills in 2003 provides an example of an ITS study in the field of health systems research [41].…”

Section: Epidemiologymentioning

confidence: 99%

Inclusion of quasi-experimental studies in systematic reviews of health systems research

et al. 2015

View full text Add to dashboard Cite

“…Experiments with random assignment to the treatment and control groups are viewed as the "gold standard" for assessing causal effects (Rossi et al 2004, p. 237). However, in many evaluations, especially in the field of education, this research design is not possible (see Steiner et al 2009 for experiments in evaluation).…”

Section: Research Design and Data Basismentioning

confidence: 99%

Is It Working? An Impact Evaluation of the German “Women Professors Program”

Löther

2019

Social Sciences

View full text Add to dashboard Cite

The Women Professors Program, which was initiated in Germany in 2008, aims to increase the proportion of women professors and to promote structural change in favour of gender equality at higher education institutions (HEIs). It is one of the central gender equality policies in higher education in Germany. The present study evaluates the impact of the program by estimating its causal effects on the proportion of women professors. By adopting a quasi-experimental approach and using a unique dataset—a long term census of German HEIs—the study proves that the proportion of women professors increased more than would have been expected in the absence of the program. Although the evaluation includes preliminary estimates of mechanisms driving the described impacts, the integration of context factors and mechanisms into the assessment of the impact of gender equality policies remains a desideratum. The study shows that the program is working, and it contributes to redressing the lack of impact studies on gender equality in science and research.

show abstract

Randomized Experiments and Quasi-Experimental Designs in Educational Research

Cited by 16 publications

References 50 publications

The Case for Participatory Evaluation in an Era of Accountability

The Case for Participatory Evaluation in an Era of Accountability

Inclusion of quasi-experimental studies in systematic reviews of health systems research

Is It Working? An Impact Evaluation of the German “Women Professors Program”

Contact Info

Product

Resources

About