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How should educational effects be communicated to teachers?

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journal contribution
posted on 17.12.2020, 14:38 by Hugues Lortie-ForguesHugues Lortie-Forgues, Ut Na Sio, Matthew InglisMatthew Inglis
Research findings regarding the effects of educational interventions – typically reported in units of standard deviations (e.g., Cohen’s d) – are often translated into more intuitive metrics before being communicated to teachers. However, there is no consensus about the most suitable metric, and no study has systematically examined how teachers respond to the different options. We conducted two pre-registered studies addressing this issue. We found that teachers have strong preferences concerning effect size metrics in terms of informativeness, understandability, and helpfulness. These preferences challenge current research reporting recommendations. Most importantly, we found that different metrics induce different perceptions of an intervention’s effectiveness — a situation that could cause teachers to have unrealistic expectations about what a given intervention may achieve. Implications for how educational effects should be communicated are discussed.

Funding

University of York, UK

Research England via the Centre for Mathematical Cognition

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Educational Researcher

Volume

50

Issue

6

Pages

345-354

Publisher

SAGE Publications

Version

VoR (Version of Record)

Rights holder

© The Authors

Publisher statement

This is an Open Access Article. It is published by SAGE under the Creative Commons Attribution 4.0 International Licence (CC BY 4.0). Full details of this licence are available at: https://creativecommons.org/licenses/by/4.0/

Acceptance date

09/12/2020

Publication date

2021-01-12

Copyright date

2021

ISSN

0013-189X

eISSN

1935-102X

Language

en

Depositor

Dr Hugues Lortie-Forgues. Deposit date: 16 December 2020

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