基于国际循证资源数据库的特殊教育实证研究质量标准分析
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摘要
为借鉴国际教育实证研究的质量规范,通过梳理25个国际循证资源库中特殊教育实证研究的质量标准,从研究背景及人员、研究设计、自变量、因变量、数据分析和信效度及其他六项一级指标,对质量标准进行内容分析,并结合中国教育研究现状提出建议:树立循证教育思想,强化教育实证研究;紧抓研究设计细节,规范实验研究方法;加强实验控制,保证实验效应;综合运用统计方法,谨慎分析因果关系。
The quality standards of empirical research retrieved from 25 international Evidence-Based Practice resource databases were analyzed based on a coding system consisting of six indicators,namely research background and personnel,research design,independent variables,dependent variables,data analysis and reliability and other. Considering the current situation of the empirical research in education in China,some reflections and suggestions were put forward: establishing the idea of evidencebased education and strengthening the empirical research of education; paying more attention to the details of research design and standardizing experimental research methods; strengthening the experimental control to ensure the experimental effect;comprehensive use of statistical methods and careful analysis of causal relations.
The quality standards of empirical research retrieved from 25 international Evidence-Based Practice resource databases were analyzed based on a coding system consisting of six indicators,namely research background and personnel,research design,independent variables,dependent variables,data analysis and reliability and other. Considering the current situation of the empirical research in education in China,some reflections and suggestions were put forward: establishing the idea of evidencebased education and strengthening the empirical research of education; paying more attention to the details of research design and standardizing experimental research methods; strengthening the experimental control to ensure the experimental effect;comprehensive use of statistical methods and careful analysis of causal relations.
引文
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[2]刘选.实证研究怎么做:让研究者困惑的地方——来自华东师大第二届全国教育实证研究论坛的启示[J].现代远程教育研究,2017(3):18-25.
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[4]戚务念.论中国教育研究的实证转向[J].四川师范大学学报(社会科学版),2017(4):16-27.
[5]华东师范大学.加强教育实证研究,华东师范大学行动宣言发布[J].教育学报,2017(1):129.
[6]周明.教育实证研究的地位与价值[J].基础教育研究,2016(5):62-64.
[7][12]杨文登.循证教育学理论及其实践——以美国有效教学策略网为例[J].宁波大学学报,2012(4):5-10.
[8][60]俞可,陈丹,赵帅.循证:欧盟教育实证研究新趋向[J].华东师范大学学报(教育科学版),2017(3):142-174.
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[13]陈维军.文献计量法与内容分析法的比较研究[J].情报科学,2001(8):884-886.
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[15]Gersten R,Fuchs L S,Compton D,et al.Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education[J].Exceptional Children,2005(2):149-164.
[16]Horner R H,Carr E G,Halle J,et al.The Use of SingleSubject Research to Identify Evidence-Based Practice in Special Education[J].Exceptional Children,2005(2):165-179.
[17]U.S.Department of Education.Identifying and Implementing Educational Practices Supported by Rigorous Evidence:A User Friendly Guide[R].Washington:Institute of Education Sciences,2003.
[18]Hayes S C.Single-case Research Designs:Methods for Clinical and Applied Settings[J].Journal of Behavior Therapy&Experimental Psychiatry,1983(1):81-81.
[19][25][27][30][45]Children Teaching Exceptional.Council for Exceptional Children:Standards for EvidenceBased Practices in Special Education.[J].Exceptional Children,2014(4):504-511.
[20]Carey J C,Dimmitt C,Hatch T A,et al.Report of the National Panel for Evidence-Based School Counseling:Outcome Research Coding Protocol and Evaluation of Student Success Skills and Second Step[J].Professional School Counseling,2008(3):197-206.
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[22]Lipsey M W,Puzio K,Yun C,et al.Translating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms[J].National Center for Special Education Research,2012(1):54.
[23]Peters J P M,Hooft L,Grolman W,et al.Assessment of the Quality of Reporting of Randomised Controlled Trials in Otorhinolaryngologic Literature-Adherence to the CONSORT Statement[J].PLOS ONE,2015(3):1-12.
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[28]Imbens G W,Lemieux T.Regression Discontinuity Designs:A Guide to Practice[J].Journal of Econometrics,2008(2):615-635.
[32][34][36][49]National Center for the Dissemination of Disability Research.Assessing the Quality and Applicability of Systematic Reviews[EB/OL].http://www.ktdrr.org/aqasr,2013-12-31.
[33][39][42]Promising Practices Network.How Programs Are Considered[EB/OL].http://www.promisingpractices.net/criteria.asp,2014-07-01.
[35][41]The U.S.Department of Education.Non-Regulatory Guidance:Using Evidence to Strengthen Education Investments[EB/OL].http://www.nrcld.org,2016-09-01.
[38][44]Cohen J.Statistical Power Analysis for the Behavioral Sciences[J].Technometrics,1988(4):499-500.
[40]Hedges L V,Pustejovsky J E,Shadish W R.A Standardized Mean Difference Effect Size for Multiple Baseline Designs Across Individuals[J].Research Synthesis Methods,2013(4):324-341.
[46]Benjamini Y,Hochberg Y.Controlling the False Discovery Rate:A Practical and Powerful Approach to Multiple Testing[J].Journal of the Royal Statistical Society,1995(1):289-300.
[48]Parsonson B S,Baer D M.The Analysis and Presentation of Graphic Data[M].Single Subject Research,1978:101-165.
[50]National Center on Response to Intervention.RTIImplementer Series:Module 3:Multi-Level Prevention System Training Manual[EB/OL].http://www.rti4success.org,2012-07-01.
[52][55]Wong C,Odom S L,Hume K A,et al.EvidenceBased Practices for Children,Youth,and Young Adults With Autism Spectrum Disorder:A Comprehensive Review.[J].Journal of Autism&Developmental Disorders,2015(7):1951-1966.
[53]The Campbell Collaboration.Campbell Systematic Reviews:Policies and Guidelines[EB/OL].http://www.campbellcollaboration.org,2016-11-29.
[56]Coalition for Evidence-Based Policy.Checklist For Reviewing a Randomized Controlled Trial of a Social Program or Project,To Assess Whether It Produced Valid Evidence[EB/OL].http://coalition4evidence.org,2010-02-01.
[57]Kratochwill T R,Hitchcock J H,Horner R H,et al.Single-case Intervention Research Design Standards[J].Remedial&Special Education,2013(1):26-38.
[58]Kratochwill T R,Levin J R.Single-case Research Design and Analysis:New Directions for Psychology and Education[M].US:Lawrence Erlbaum Associates,1992:200-300.
[59][67]姚计海,王喜雪.近十年来我国教育研究方法的分析与反思[J].教育研究,2013(3):20-24.
[61]郑日昌,崔丽霞.二十年来我国教育研究方法的回顾与反思[J].教育研究,2001(6):17-21.
[62][68]姚计海.教育实证研究方法的范式问题与反思[J].华东师范大学学报(教育科学版),2017(3):44-50.
[63]Websterstratton C,Hammond M.Treating Children With Early-onset Conduct Problems:A Comparison of Child and Parent Training Interventions[J].Journal of Consulting&Clinical Psychology,1997(1):93-109.
[64]曹漱芹,李鹏.单一被试在我国特殊教育研究中的应用现状、问题及对策[J].中国特殊教育,2017(4):15-22.
[65]和学新.教育实验控制的理论探讨[J].教师教育研究,1994(1):69-72.
[66]刘易斯·科恩,劳伦斯·马尼恩,基思·莫里森.教育研究方法[M].程亮,宋萑,沈丽萍,等,译.上海:华东师范大学出版社,2015:601.
[69]陆根书,刘萍,陈晨.中外教育研究方法比较——基于国内外九种教育研究期刊的实证分析[J].高等教育研究,2016(10):55-65.
[70]权朝鲁.效果量的意义及测定方法[J].心理学探新,2003(2):39-44.
[71]李全德.心理与教育元分析中相关系数的合并[J].心理学探新,2015(3):244-250.
[2]刘选.实证研究怎么做:让研究者困惑的地方——来自华东师大第二届全国教育实证研究论坛的启示[J].现代远程教育研究,2017(3):18-25.
[3]华东师范大学.加强教育实证研究、促进研究范式转型的华东师大行动宣言(摘录)[J].开放教育研究,2017(1):14.
[4]戚务念.论中国教育研究的实证转向[J].四川师范大学学报(社会科学版),2017(4):16-27.
[5]华东师范大学.加强教育实证研究,华东师范大学行动宣言发布[J].教育学报,2017(1):129.
[6]周明.教育实证研究的地位与价值[J].基础教育研究,2016(5):62-64.
[7][12]杨文登.循证教育学理论及其实践——以美国有效教学策略网为例[J].宁波大学学报,2012(4):5-10.
[8][60]俞可,陈丹,赵帅.循证:欧盟教育实证研究新趋向[J].华东师范大学学报(教育科学版),2017(3):142-174.
[9]Fallon L M,Collier-Meek M A,Maggin D M,et al.Is Performance Feedback for Educators an Evidence-Based Practice?A Systematic Review and Evaluation Based on Single-Case Research[J].Exceptional Children,2015(2):227-246.
[10]Gough D,Tripney J,Kenny C,et al.Evidence Informed Policymaking in Education in Europe:EIPEE Final Project Report[R].London:EPPI-Centre,Social Science Research Unit,Institute of Education,University of London,2011.
[11]Bieber T,Martens K,Niemann D,et al.Grenzenlose Bildungspolitik?Empirische Evidenz für PISA als Weltweites Leitbild für Nationale Bildungsreformen[J].Zeitschrift Für Erziehungswissenschaft,2014(4):141-166.
[13]陈维军.文献计量法与内容分析法的比较研究[J].情报科学,2001(8):884-886.
[14]Test D W,Inman A K,Diegelmann K,et al.Are Online Sources for Identifying Evidence-Based Practices Trustworthy?An Evaluation[J].Exceptional Children,2015(1):58-80.
[15]Gersten R,Fuchs L S,Compton D,et al.Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education[J].Exceptional Children,2005(2):149-164.
[16]Horner R H,Carr E G,Halle J,et al.The Use of SingleSubject Research to Identify Evidence-Based Practice in Special Education[J].Exceptional Children,2005(2):165-179.
[17]U.S.Department of Education.Identifying and Implementing Educational Practices Supported by Rigorous Evidence:A User Friendly Guide[R].Washington:Institute of Education Sciences,2003.
[18]Hayes S C.Single-case Research Designs:Methods for Clinical and Applied Settings[J].Journal of Behavior Therapy&Experimental Psychiatry,1983(1):81-81.
[19][25][27][30][45]Children Teaching Exceptional.Council for Exceptional Children:Standards for EvidenceBased Practices in Special Education.[J].Exceptional Children,2014(4):504-511.
[20]Carey J C,Dimmitt C,Hatch T A,et al.Report of the National Panel for Evidence-Based School Counseling:Outcome Research Coding Protocol and Evaluation of Student Success Skills and Second Step[J].Professional School Counseling,2008(3):197-206.
[21][27][51]National Autism Center.National Standards ProjectPhase2[EB/OL].http://www.nationalautismcenter.org/national-standards-project/phase-2/,2015-04-02.
[22]Lipsey M W,Puzio K,Yun C,et al.Translating the Statistical Representation of the Effects of Education Interventions Into More Readily Interpretable Forms[J].National Center for Special Education Research,2012(1):54.
[23]Peters J P M,Hooft L,Grolman W,et al.Assessment of the Quality of Reporting of Randomised Controlled Trials in Otorhinolaryngologic Literature-Adherence to the CONSORT Statement[J].PLOS ONE,2015(3):1-12.
[24][26][29][31][37][43][47][54]What Works Clearinghouse.Standards Handbook-Version 4.0[EB/OL].https://ies.ed.gov/ncee/wwc/Handbooks,2017-10-01.
[28]Imbens G W,Lemieux T.Regression Discontinuity Designs:A Guide to Practice[J].Journal of Econometrics,2008(2):615-635.
[32][34][36][49]National Center for the Dissemination of Disability Research.Assessing the Quality and Applicability of Systematic Reviews[EB/OL].http://www.ktdrr.org/aqasr,2013-12-31.
[33][39][42]Promising Practices Network.How Programs Are Considered[EB/OL].http://www.promisingpractices.net/criteria.asp,2014-07-01.
[35][41]The U.S.Department of Education.Non-Regulatory Guidance:Using Evidence to Strengthen Education Investments[EB/OL].http://www.nrcld.org,2016-09-01.
[38][44]Cohen J.Statistical Power Analysis for the Behavioral Sciences[J].Technometrics,1988(4):499-500.
[40]Hedges L V,Pustejovsky J E,Shadish W R.A Standardized Mean Difference Effect Size for Multiple Baseline Designs Across Individuals[J].Research Synthesis Methods,2013(4):324-341.
[46]Benjamini Y,Hochberg Y.Controlling the False Discovery Rate:A Practical and Powerful Approach to Multiple Testing[J].Journal of the Royal Statistical Society,1995(1):289-300.
[48]Parsonson B S,Baer D M.The Analysis and Presentation of Graphic Data[M].Single Subject Research,1978:101-165.
[50]National Center on Response to Intervention.RTIImplementer Series:Module 3:Multi-Level Prevention System Training Manual[EB/OL].http://www.rti4success.org,2012-07-01.
[52][55]Wong C,Odom S L,Hume K A,et al.EvidenceBased Practices for Children,Youth,and Young Adults With Autism Spectrum Disorder:A Comprehensive Review.[J].Journal of Autism&Developmental Disorders,2015(7):1951-1966.
[53]The Campbell Collaboration.Campbell Systematic Reviews:Policies and Guidelines[EB/OL].http://www.campbellcollaboration.org,2016-11-29.
[56]Coalition for Evidence-Based Policy.Checklist For Reviewing a Randomized Controlled Trial of a Social Program or Project,To Assess Whether It Produced Valid Evidence[EB/OL].http://coalition4evidence.org,2010-02-01.
[57]Kratochwill T R,Hitchcock J H,Horner R H,et al.Single-case Intervention Research Design Standards[J].Remedial&Special Education,2013(1):26-38.
[58]Kratochwill T R,Levin J R.Single-case Research Design and Analysis:New Directions for Psychology and Education[M].US:Lawrence Erlbaum Associates,1992:200-300.
[59][67]姚计海,王喜雪.近十年来我国教育研究方法的分析与反思[J].教育研究,2013(3):20-24.
[61]郑日昌,崔丽霞.二十年来我国教育研究方法的回顾与反思[J].教育研究,2001(6):17-21.
[62][68]姚计海.教育实证研究方法的范式问题与反思[J].华东师范大学学报(教育科学版),2017(3):44-50.
[63]Websterstratton C,Hammond M.Treating Children With Early-onset Conduct Problems:A Comparison of Child and Parent Training Interventions[J].Journal of Consulting&Clinical Psychology,1997(1):93-109.
[64]曹漱芹,李鹏.单一被试在我国特殊教育研究中的应用现状、问题及对策[J].中国特殊教育,2017(4):15-22.
[65]和学新.教育实验控制的理论探讨[J].教师教育研究,1994(1):69-72.
[66]刘易斯·科恩,劳伦斯·马尼恩,基思·莫里森.教育研究方法[M].程亮,宋萑,沈丽萍,等,译.上海:华东师范大学出版社,2015:601.
[69]陆根书,刘萍,陈晨.中外教育研究方法比较——基于国内外九种教育研究期刊的实证分析[J].高等教育研究,2016(10):55-65.
[70]权朝鲁.效果量的意义及测定方法[J].心理学探新,2003(2):39-44.
[71]李全德.心理与教育元分析中相关系数的合并[J].心理学探新,2015(3):244-250.