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in title, tags, annotations or urlSharing successes and hiding failures: 'reporting bias' in learning and teaching research: Studies in Higher Education: Vol 0, No 0 - 0 views
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"When researchers selectively report significant positive results, and omit non-significant or negative results, the published literature skews in a particular direction. This is called 'reporting bias', and it can cause both casual readers and meta-analysts to develop an inaccurate understanding of the efficacy of an intervention. This paper identifies potential reporting bias in a recent high-profile higher education meta-analysis. It then examines a range of potential factors that may make higher education learning and teaching research particularly susceptible to reporting bias. These include the fuzzy boundaries between learning and teaching research, scholarship and teaching; the positive agendas of 'learning and teaching' funding bodies; methodological issues; and para-academic researchers in roles without tenure or academic freedom. Recommendations are provided for how researchers, journals, funders, ethics committees and universities can reduce reporting bias"
BAPPF.pdf (application/pdf Object) - 0 views
Journal of Perspectives in Applied Academic Practice - 0 views
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"The Journal of Perspectives in Applied Academic Practice aims to provide a supportive publishing outlet to allow established and particularly new authors to contribute to the scholarly discourse of academic practice (both generally and in their discipline area) through the publication of papers that are theory-based and supported by evidence, as well as through the publication of Opinion Pieces and 'On the Horizon' papers on emerging work."
Learning Spaces Literature Review - learningspaces-literature-review.pdf - 1 views
Enabling Open Scholarship - EOS - Home - 0 views
Interesting - Digital Scholarship? - 0 views
The Problem With Evidence-Based Policies by Ricardo Hausmann - Project Syndicate - 0 views
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"Many organizations, from government agencies to philanthropic institutions and aid organizations, now require that programs and policies be "evidence-based." It makes sense to demand that policies be based on evidence and that such evidence be as good as possible, within reasonable time and budgetary limits. But the way this approach is being implemented may be doing a lot of harm, impairing our ability to learn and improve on what we do. "
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