caa a22 4500 445329726 CHVBK 20180317142733.0 cr unu---uuuuu 170323e20110601xx s 000 0 eng 10.1007/s10648-011-9154-y doi (NATIONALLICENCE)springer-10.1007/s10648-011-9154-y When Are Prescriptive Statements in Educational Research Justified? [Elektronische Daten] [Scott Marley, Joel Levin] A prescriptive statement is a recommendation that, if a course of action is taken, then a desirable outcome will likely occur. For example, in reading research recommending that teachers apply an intervention targeted at a specific reading skill to improve children's reading performance is a prescriptive statement. In our view, these statements require thorough scientific understanding of causal relationships that follow from scientifically credible research and are generalizable across varied contexts. In this article, we consider both epistemological issues and research credibility indicators (i.e., internal and external validity issues) that restrict one's ability to make prescriptive statements. After presenting an argument for why prescriptive statements should be made sparingly, we describe a stage model of programmatic educational intervention research that is analogous to medical research's phase model and which emphasizes the importance of including appropriate comparison groups, observing replicated findings across different populations and situational contexts, demonstrating statistical relationships between interventions and outcomes, accounting for and ruling out potential alternative explanations for obtained effects, and ultimately conducting randomized field trials. We conclude with the prescriptive statement that only after achieving these high standards of research credibility should educational researchers offer prescriptive statements. Springer Science+Business Media, LLC, 2011 Prescriptive statements nationallicence Causal claims nationallicence Validity nationallicence Generalizability nationallicence Programmatic research nationallicence Marley Scott University of New Mexico, Albuquerque, NM, USA aut Levin Joel University of Arizona, Tucson, AZ, USA aut Educational Psychology Review Springer US; http://www.springer-ny.com 23/2(2011-06-01), 197-206 1040-726X 23:2<197 2011 23 10648 https://doi.org/10.1007/s10648-011-9154-y text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10648-011-9154-y text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Marley Scott University of New Mexico, Albuquerque, NM, USA aut NATIONALLICENCE 700 1- Levin Joel University of Arizona, Tucson, AZ, USA aut NATIONALLICENCE 773 0- Educational Psychology Review Springer US; http://www.springer-ny.com 23/2(2011-06-01), 197-206 1040-726X 23:2<197 2011 23 10648 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer