A Replication by Any Other Name

Cook, Bryan G.; Collins, Lauren W.; Cook, Sara Cothren; Cook, Lysandra

doi:10.1177/0741932516637198

Cited by 46 publications

(61 citation statements)

References 60 publications

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“…There is growing evidence that prolonged coaching supplemented with some forms of technology-based training can play a role in Table 3. Comparison of Findings of the Current Study With Cook, Collins, Cook, and Cook (2016).…”

Section: Current Trends In Intervention Research Published In Early Cmentioning

confidence: 81%

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Building Evidence in Early Childhood Special Education: A Systematic Review of Replication Intervention Studies

Banerjee

Movahedazarhouligh

Millen

et al. 2018

Topics in Early Childhood Special Education

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Valid and evidence-informed practices are critical to help young children with disabilities and their families with highly effective interventions and instruction to reach their potentials. Replication research is critical for appraising research and identifying evidence-based practices. The purpose of this study was to replicate the methods used by Cook and colleagues and conduct a systematic review of the quantity, type, and findings of replication research in early childhood special education (ECSE). An intervention study was considered a replication if (a) the stated purpose of the study was to replicate, expand, further investigate, or use a previously conducted study as its basis and (b) the findings of the study were compared with the results of previous studies. Two hundred ninety-seven published articles in three journals relevant to ECSE from 2012 to 2016 were reviewed to identify intervention studies. From the 78 identified intervention studies, we found 44 studies (56%) that met the criteria for replication. Author overlap occurred for 20 studies out of the 44 replication studies (46%). Our investigation revealed that ECSE journals published a significantly larger number of replication studies (56%) than those reported by Cook and colleagues (31%); however, the scarce number of direct replication was concerning. We recommend intentional and proactive steps be taken to promote and value replication research in ECSE.

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Section: Current Trends In Intervention Research Published In Early Cmentioning

confidence: 81%

“…Current study Cook et al (2016) Number helping improve practices in inclusive environments. Simultaneously, there has been an identified need in the field of ECSE for more "rigorous experimental examination of EC PD [early childhood professional development] in recent years" (Snyder, Hemmeter, & McLaughlin, 2011, p. 364).…”

Section: Criteria/itemmentioning

confidence: 99%

Building Evidence in Early Childhood Special Education: A Systematic Review of Replication Intervention Studies

Banerjee

Movahedazarhouligh

Millen

et al. 2018

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

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“…However, the findings related to replication research, for example, are inconsistent with reports that only 0.1% of journal articles in education journals are replications studies (Makel & Plucker, 2014). This discrepancy may be due to sampling bias, socially desirable responding, or education researchers engaging in research that is replicative but not explicitly identified as a replication (see Cook, Collins, Cook, & Cook, 2016). Across all Open Practices, participating education researchers self-reported a higher level of engagement than they expected from others in the field.…”

Section: Discussionmentioning

confidence: 99%

Both Questionable and Open Research Practices are Prevalent in Education Research

Makel¹,

Hodges²,

Cook³

et al. 2019

Preprint

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Discussions of how to improve research quality are predominant in a number of fields, including education. But how prevalent are the use of problematic practices and the improved practices meant to counter them? This baseline information will be a critical data source as education researchers seek to improve our research practices. In this preregistered study, we replicated and extended previous studies from other fields by asking education researchers about 10 questionable research practices and 5 open research practices. We asked them to estimate the prevalence of the practices in the field, self-report their own use of such practices, and estimate the appropriateness of these behaviors in education research. We made predictions under four umbrella categories: comparison to psychology, geographic location, career stage, and quantitative orientation. Broadly, our results suggest that both questionable and open research practices are part of the typical research practices of many educational researchers. Preregistration, code, and data can be found at https://osf.io/83mwk/.

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“…Replication is considered to be at the heart of scientific inquiry (Schmidt, 2009) and critical to the scientific process because it attempts to demonstrate that the same findings can be obtained at another time, in a different place by other researchers, and as such, the results can be separated from the specific circumstances of the initial study, thus increasing the strength of the evidence of the effectiveness of the intervention (Cook, Collins, Cook, & Cook, 2016). Furthermore, replication is a means of controlling for threats to both internal and external validity that are inherent in any single study by allowing for a systematic examination of the impact of those threats across studies (Hosp, Ford, Huddle, & Hensley, 2018).…”

Section: Replicationmentioning

confidence: 99%

A Systematic Review of Replicative Self-Determination Intervention Studies

et al. 2019

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Current federal legislation emphasizes the use of programs, interventions, strategies, and activities that have been demonstrated through research to be effective. One way to increase the quantity and quality of research that guides practice is to conduct replication research. The purpose of this study was to undertake a systematic review of the replication research focused on self-determination conducted between 2007 and 2017. Using methods used by Cook and colleagues, we identified 80 intervention studies on topics related to self-determination, of which 31 were coded as replications. Intervention study trends, rate of replication studies, percentage of agreements between findings of original and replication studies, amount of author overlap, and types of research designs used are reported along with recommendations for future research.

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A Replication by Any Other Name

Cited by 46 publications

References 60 publications

Building Evidence in Early Childhood Special Education: A Systematic Review of Replication Intervention Studies

Building Evidence in Early Childhood Special Education: A Systematic Review of Replication Intervention Studies

Both Questionable and Open Research Practices are Prevalent in Education Research

A Systematic Review of Replicative Self-Determination Intervention Studies

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