This Article Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Zientek, L. R. Articles by Capraro, R. M. Search for Related Content Social Bookmarking                         What's this?

Reporting Practices in Quantitative Teacher Education Research: One Look at the Evidence Cited in the AERA Panel Report

LINDA REICHWEIN ZIENTEK is an assistant professor of mathematics education at Sam Houston State University, Department of Mathematics and Statistics, P.O. Box 2206, Huntsville, TX 77341; lrzientek{at}shsu.edu. Her research focuses on mathematics teacher preparation, teacher induction programs, and quantitative research methods.MARY MARGARET CAPRARO is an assistant professor of mathematics education at Texas A&M University, Department of Teaching, Learning and Culture, Mail Stop 4232, College Station, TX 77843; mmcapraro{at}tamu.edu. Her research focuses on effective teaching practices and mathematics teacher education preparation.ROBERT M. CAPRARO is an associate professor of mathematics education at Texas A&M University, Department of Teaching, Learning and Culture, Mail Stop 4232, College Station, TX 77843; rcapraro{at}coe.tamu.edu. His research focuses on mathematical representation, teacher knowledge, and assessment

The authors of this article examine the analytic and reporting features of research articles cited in Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (Cochran-Smith & Zeichner, 2005b) that used quantitative reporting practices. Their purpose was to help to identify reporting practices that can be improved to further the creation of the best possible evidence base for teacher education. Their findings indicate that many study reports lack (a) effect sizes, (b) confidence intervals, and (c) reliability and validity coefficients. One possible solution is for journal editors to emphasize clearly the expectations established in Standards for Reporting on Empirical Social Science Research in AERA Publications (AERA, 2006).

Key Words: empirical research • evidence-based practice • research methodology • teacher education

Educational Researcher, Vol. 37, No. 4, 208-216 (2008)
DOI: 10.3102/0013189X08319762


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				L. R. Zientek and B. Thompson Matrix Summaries Improve Research Reports: Secondary Analyses Using Published Literature Educational Researcher, June 1, 2009; 38(5): 343 - 352. [Abstract] [Full Text] [PDF]

				J. Harrison, B. Thompson, and K. J. Vannest Interpreting the Evidence for Effective Interventions to Increase the Academic Performance of Students With ADHD: Relevance of the Statistical Significance Controversy Review of Educational Research, June 1, 2009; 79(2): 740 - 775. [Abstract] [Full Text] [PDF]