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Strengthening Structured Abstracts for Education Research: The Need for Claim-Based Structured Abstracts

National Science Foundation, 4201 Wilson Boulevard, Arlington, VA 22230 (akelly{at}nsf.gov), and a professor of education at George Mason University (currently on leave; akelly1{at}gmu.edu). His research focuses on research methods, instructional technology, and applications of cognitive neuroscience to mathematics learning
Three Bethesda Metro Center, Suite 400, Bethesda, MD 20814; ryin{at}cosmoscorp.com. His research focuses on mixed methods evaluations and studies, covering topics such as education reform, voluntary public school choice, and K–12 mathematics and science education

Recent policy recommendations involving the putative primacy of randomized clinical trials in educational settings have reignited research paradigm debates. The authors of this article use the vehicle of strengthening structured journal abstracts to point out the argumentative character of all education research claims. They offer suggestions to authors to help inform academic and policy-oriented consumers of research articles about the various logical and evidentiary limitations that temper research-based claims, whether they emanate from quantitative or qualitative methods.

Key Words: argument • claims • education research • research methods

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