Paul Connolly|Ciara Keenan|Karolina Urbanska
The trials of evidence-based practice in education: a systematic review of randomised controlled trials in education research 1980–2016
Laboratoire de Psychologie Sociale et Cognitive|University of Clermont Auvergne
background use randomised controlled trials rcts education increased significantly last 15 years however use also subject sustained rather trenchant criticism significant sections education research community key criticisms included claims possible undertake rcts education rcts blunt research designs ignore context experience rcts tend generate simplistic universal laws cause effect inherently descriptive contribute little theorypurpose article seeks assess four criticisms rcts considering actual evidence relation use rcts education practicedesign methods article based upon systematic review sought identify describe rcts conducted educational settings including focus educational outcomes 1980 2016 search limited articles reports published englishresults systematic review found total 1017 unique rcts completed reported 1980 2016 three quarters produced last 10 years reflecting significant increase use rcts recent years overall half rcts identified conducted north america little third europe rcts cover wide range educational settings focus equally wide range educational interventions outcomes findings disprove claim possible rcts education also provide supporting evidence challenge three key criticisms outlined earlierconclusions providing evidence counter four criticisms outlined earlier article suggests remains significant progress made article concludes outlining key challenges researchers undertaking rcts education