`tt @@@ @@@@ #k7 tku EN DB uP 7 Abed20020< Agency al20020 Alary2002Anderson1998r Anfara2002 Arjas2001 Ashby2002kAtkinson2000 Bacchetti2002> Back2001 Badamgarav2002 Badger2000- Bailey2001 Ball2001l Barbour1998A Barbour2001$ Bassey2000} Bassey2000{* Bassey20011 BECTa2001 Bell20022 Bennewith2002 Benson2002+ BERA2001% BERA2001\ BERA20029Berridge2001_Birchall2002r" Blakemore2000e Bland2002 Blossfield2001 Bonnici2002 Borko2002s Boulton1996 Brenner2002Brighton2000 Brindle2002 Britten2002 Brown2002 Bryce2001 Budge1999 Budge2002ICampbell2000rrCampbellin press\ Carroll2002` Chapple1998 Chapple2002Christie1998s  Clarke1998 Clarke200223 Coe2000 Collins1991 Collins20023 Constable2000 Council1999 Council2000 Cox2001 Crace2003 Culham2002{ Dale1994 Danesh20022[ Darby1998 Davey Smith2002 Davies1987 Davies1994 Davies1994 Davies1994 Davies2002p Dent2002Department of Education2001  Desforges2000 Desforges2000Di Blasi2002 Di Guiseppi2002 Diamond2002T DisseminationH Dixon-Woods2001J Dixon-Woods2001 Donovan2002 Donovan2002vDouglass2002rz Dyson2002 Edwards2000 Edwards2000q Edwards2002 Edwards2002 Elphick2002S EPPI-Centre2001. ESRC2000 Evans2002 Falck-Ytter2002 Fastrez2002E Featherstone1998\ Field2001 Fitz-Gibbon2000 Fitz-Gibbon2002Fletcher2002rForum Frankel2002" Frith2000Fritsche2002g Gagliardi2002 Gano2002d  GarrisonGartrell2002Gartrell20020 Glatter2001~ Goldstein Goldstein2002 Goldthorpe2001 Gorard2001 Gorard2002 Gorard2002 Gorard2002 Gorard2002 Graham2002{= Grange2000O Grant2002 Greenhalgh2002 Group2002 Gunnell2002 Hamdy2002 Hammersley1997 Hammersley1997f, Hammersley20012 Hammersley2001b Harding1998 Hardman2003 Hargreaves1996f Hargreaves1997f6Harrison19977 Hart20020 Hasselblad2002(HayGroup2000 Hendry1999 Henning2002 Herxheimer2002 Heslop2002 Hillage1998a Hoddinott1997^ Howard2000{ Humes2001 Hungin2002{ Hurst2002 Jacoby20022c Jadad1998 Jones2003Kaptchuk2002 Keavney2002 Kelly2002 Kelly2003Kernohan2002Kleijnen2002 Knight20022 Kunz20022 Kushner2002 Kwan20022 Lambert2002\ Lancet2001{N Lau19986 Learmouth1997Lehtinen20030 Levacic2001u Lewis2002 Lingard2002 Lipsey1993 Long20022 LSRC2002 LSRC2002 Macleod2002 Major2001Mangione20027Mant#Marshall2001Marshall2002 Marwick2002 Mason1994 Mason2002' May/McBer2000? Mays2000W McColl2001{{ McIntyre{ McIntyre McKevit2002Metcalfe20020 Miller20020 Mills2002 Mirzon1999d Moher1995 Moore2002;Morrison2001F Mortimore2000V Murphy1998Murtonen2003 Nash2002 Neal20020 Neely2002 NERF2000Neumayer20020 Newble2002) Newman Newman2002{C Norcini2002 Norman2002{ Nursten2000 Nutley2002h O'Cathain2002| Oakley2002{ Oakley20020 Oakley2002 Offman20022L Olsen2001Papasolomontos1998Paterson2002y Pattenden2002 Pearson1998P Peile2002 Peile2002 Peters20022 Peters20022 Petit-Zeman20034 Pirrie2001M Pogue1998m Popay1998@ Pope2000 Potter2001 Pratrap2002QPrideaux2002rPrideaux2002r Pring2000 Ramjee20020o Renehan2002: Research Researcher2002 Researcher2003&Reynolds20005+(Rhode Island Department on Mental Healthi Richardson2002f Ritchie1994  Roberts2000 Roberts2002X Ryan2001 Sanderson2002Saunders2000D Sayer2002 Schagen20028 School2000\B Schulz2002{Sciences2003t Seale1997n Seale1999 SERP2002 Sharp2002 Sharp2002j Sheffield2002Shepperd2002] Shey Wiysonge2002K Silagy2001{ Smeeth2002{ Smith2002 Smith2002 Smith2003R Smits2002 Smyth2002Y Song20006 Speller1997 Spencer1994Spurgeon2002r!Steadman2001 Stecher2002 Stocks20020U Sutton1998{ Tamkin19989 Tan2002 Taylor1995 Taylor2001 Thabet2002{ TLRP2002[ Tooley1998 Torgerson2002 Tovey2002Townsend2002 Travis1991 Turner20020 UCET2002Z Ukoumunne1999 Van Damme2002Vostanis2002r Wales Walker2002/ Wallace2001 Walter2002 Weingarten2002 Weinman2002 Wentz2002 Wermuth2001  Weston1997 Wilkinson2001 William2002 William2002Williams2000G Willinsky2001 Wilson1993 Wilson1998f Wilson2002{Woodhead1998Woodward2000 Wykurz2002 Wylie2002Ziebland2002 0V FnQ1L AuthorsD0  Journals * Keywords,, Labels++#9                              0u DT Abed, Y.Agency, Teacher Training al, et Alary, M. Anderson, A Anfara, V A Arjas, Elja Ashby, D.Atkinson, Elizabeth Bacchetti, P. Back, LesBadamgarav, E. Badger, DBailey, Richard Ball, S J Barbour, R.S. Bassey, M.Bassey, MichaelBECTa Bell, J. Bennewith, O. Benson, J.BERABerridge, Virginia|yBirchall, M., Richardson, A., Lee, L. & South and West Regional Cancer Organisation Tumour Panel for Head and Neck CancerBlakemore, Sarah-Jayne Bland, J.M. & Altman, D.G.Blossfield, Hans-Peter Bonnici, F. Borko, H0+Boulton, M., Fitzpatrick, R. & Swinburn, C. Brenner, H.Brighton, Malcolm Brindle, L. Britten, N. Brown, K M Bryce, T Bryman, A Budge, David Burgess, R GC, PapasolomontoslhCampbell, M., Fitzpatrick, R., Haines, A., Kinmonth, A.L., Sandercock, P., Spiegelhalter, D. & Tyrer, P.XRCampbell, R., Pound, P., Pope, C., Britten, N., Pill, R., Morgan, M. & Donovan, J. Carroll, D.("Centre, Learning & Skills Research($Centre, Learning and Skills Research Chapple, A.Chapple, A. & Rogers, A. Christie, T Clarke, C Clarke, M. Coe, Robert Collins, H M Collins, R.Constable, HilaryCouncil, Medical Research Council, National Research Cox, D R Crace, J Crouchley, R Culham, A.J. Dale, A Danesh, J. Darby, D.Davey Smith, G. Davies, Huw Davies, R BDent, T.H.S. & Sadler, M.0+Department of Education, Training and Youth Desforges, C Di Blasi, Z.Di Guiseppi, C. Diamond, I.(%Dissemination, Centre for Reviews and$!Dixon-Woods, M. & Fitzpatrick, R.4.Dixon-Woods, M., Fitzpatrick, R. & Roberts, K. Donovan, C. Donovan, J.\VDouglass, J., Aroni, R., Goeman, D., Stewart, K., Sawyer, S., Thien, F. & Abramson, M.Dyson, A. & Desforges, C.(#Edwards, A., Elwyn, G. & Mulley, A. Edwards, P. Edwards, TElliot, Major Lee Elphick, H.E. EPPI-CentreESRC Evans, M.O.Falck-Ytter, Y. Fastrez, P$ Featherstone, K. & Donovan, J.L. Field, AndyFitz-Gibbon, C.T.Fitz-Gibbon, Carol Taylor Fletcher, A.($Forum, National Educational Research Frankel, S. Frith, Uta Fritsche, L. Gagliardi, A. & Jadad, A.R. Gano, A. JrGarrison, Roger W Gartrell, C D Gartrell, J W Glatter, Ron Goldstein, H Goldstein, H.Goldthorpe, John H Gorard, SGorard, Stephen Graham, A.Grange, Lesley le Grant, J.Greenhalgh, T. Group, for the Protect Study Gunnell, D. Hamdy, F. Hammersley, MHammersley, MartynHarding, G. & Gantley, M. Hardman, FHargreaves, D.H. Harrison, D Hart, C.Hasselblad, V. HayGroupHendry, David F Henning, J.M.Herxheimer, A. Heslop, P. Hillage, JHoddinott, P. & Pill, R.0+Howard, G.S., Maxwell, S.E. & Fleming, K.J. Humes, WHungin, A.P.S. Hurst, Z.0*J Hillage, R Pearson, A Anderson, P Tamkin Jacoby, A. Jadad, A.R. Jones, KipKaptchuk, T.J. Keavney, B. Kelly, A. Kelly, D.Kernohan, David Kleijnen, J. Knight, K. Kunz, R. Kushner, S Kwan, I. Lambert, H. Lancet, The,)Lau, J., Ioannidis, J.P.A. & Schmid, C.H.Learmouth, AlysonLehtinen, ErnoLevacic, RosalindLHLewis, J.A., Jonsson, B., Kreutz, G., Sampaio, C. & van Zwieten-Boot, B. Lingard, Bob Lipsey, M.W. Long, A.F.LSRC Macleod, J.Major, Lee Elliot Mangione, T L Mant, DavidMarshall, Gordon Marshall, S. Marwick, C. Mason, J Mason, S. May/McBer  *Adult Education QuarterlyAmerican PsychologistBMJ($British Educational Research Journal,&British Journal of Educational Studies British Journal of Sociology,)British Journal of Sociology of EducationBritish Medical JournalHDCardiff University School of Social Sciences Occasional Paper Series Controlled Clinical Trials,(Education, Communication and Information,)Educational Management and AdministrationEducational ResearchEducational ResearcherEducational ReviewEducational Studies$!European Journal of Public Health European Sociological Review($Evaluation and Research in EducationFamily Practicew Health Technology Assessment Journal of Education Policy0*Journal of Evaluation in Clinical Practicew,&Journal of the Market Research Society Lancet Oxford Review of EducationPsychological MethodsPublic Administration Qualitative Health ResearchQualitative InquiryQuality in PracticeResearch Intelligence Research Papers in Education(#Science, Technology, & Human ValuesSocial Research Update Social Science and Medicine Sociology("South African Journal of Education Studies in Higher Education The Lancet@wThe PsychologistwUCET Research Paper 1F nF V 1 V 00FV FLV0 1FnF 0001nQ00F0F 0FV11LL01Q0F0Q10LQLFQ V LQ1F11LF QQLL Ln0VnnnQV FQ1L001L1 FVVL 1 QQ0FnnFF 1 FFLL 00QVQF V Q VV0nF 1 F F1Fn10L FQQ1 Q FL0 LQQL Fn11FFnnzvJH@T pv Medical Research Council 2000d^A framework for development and evaluation of RCTs for complex interventions to improve health Medical Research Council April 2000Discussion documentt Randomised control trials Not read.D R Cox Nanny Wermuth 2001,%Some statistical aspects of causalityr"European Sociological Review171l 65-74o Causationf:3Not read. Statistical perspective - general review.J Crace 2003 Peer TroubleGuardian 12-13g# Educatione11/02/03 Peer-review1 Culham, A.J. 2002B;No one is an island? Collaboration in educational researchhQuality in Practice35r2 49-50e$Research capacity in educationA Dale R B Davies 1994 Introduction A Dale R B DavieswBeee,eeeeeeeeirmmmennoryrrrrrreeffkfores sisyvien8rdsrrnW nX nY iZ ienagersXijlingen1nderr1h=rmth=s sttinghhabetan>tee,eeeeeirmoryrrrreekfore sisvien8rdsr ,combining methodscomplex interventionsdesign experiments disciplines educationD@education, research, precondition, theory, practice, disciplineseducational researchEvidence-based policy Higher StillLearning in practicenational databasepolitical arithmetic practice precondition research research capacity building Scholarshipsecondary analysissystematic reviews theory$o2002p1q1u1v1y11111111111111111222222222222222222233333222222242driftin qualitativeresearchth91k9~903,9*2}0000,530000]0100 15 6F4117>th5566666W689~903,9*2}00,5300]0100 1 6F41>th56666W68ood '20001&111 1@1F1Y181^1I1k1}11?11~1@1I1?1 1111>5-5212+29211111,121011#1;1411!11/1*1A1G1H1J1K1L1S1W1X1\1%111 1A1J1K2L2>2WiderlkinsonliamssmnGnskysfsonnnnterssh<th_rgyyyyyy<yooout]ysongedDoodheadwwHsJwwardrrdekkkkeers)ings)ss;s8rkrrkhhopldt>ritegongwwy yykurzlieYo9ou'''ve9rtth tterlMusufZiaritskyemand@ieblandooneuwietenhnhwietenhwietenhwHsJwwardrrkeers)ing)s;s8rkrkr>riteoongwwy yykurzlieYo9ou''ve9rtth MusuflZ@ieblandooneuwietenhr.GuardianHH>#H#HpidancefelclKlines` lseppiZllifordnnelltierrezHaLaNaRapa~aaaaaaaaaaadhLhazyiIinessmdymersley, r2 r n nndleroutssppeningrdestbingmangreaves r r~ r rm6risontWveyJs>sidancefelclKlines` lseppiZllifordnnellHaLaNaRapa~aaaaaaaaaaadhLhazyiIinessmdymersley, r2 r n nndoutssppeningbrdingmangreaves r r~ r rm6risontWveyJs>sIJournal/LearninglTogicp" ManipulationdU eaningful8thods]oreNeRFedp;otpYOfn9nmutcomesPaperKlan) ragmatistsl@ublica qualitative ntitativeWRaises5eadquiresa_search*v[v>viewoobertCScience'killsA tatisticalhudies ystematicSTeacher2hisOoveyurneUponi3VirginiatXWidetZwietenJournal/LearninglTogicp" ManipulationdU eaningful8thods]oreNeRFedp;otpYOfn9nPaperKlan) ragmatistsl@ublica qualitative ntitativeWRaises5eadquiresa_search*v[v>viewoobertCScience'killsA tatisticalhudies ystematicSTeacher2hisOoveyurneUponi3VirginiatXWidetZwietenReadtcsss sss=ss,s2sss0sl7l;l4lll5ll6l!lll l/l ll*ll l8lllllllisedt0ly/ssonablec c"centplalyo ommendations)ducinggXevesdference l llectionso oxiveorm_gionalijects/oinder lYlatedsingonishipv v s^veeevanceiableonehanpeatlyo&ortiii"i(iii&i5i[iiiiiingsTqq'q sitioning1questingiresiingTsq'q1questingiiresiresPc assessingd m? mLmenttO tV t t tU tV tW tX tY tZ t u u uumptions rlrancevthmaEttt+tkkkinsonttachmentksp1inmentpemptu burnc>diencelgustl stralia Bthor's veburyfoidRBuaaaaaaaa a aaacchettik>kdfd1gamgaravger-ileye tW tX tY tZ t u u ulurancetvthmaEttt+tkkkinsont1tainmentu burnc>diencelgustl stralia Bthor's veburyfoidRBuaaaaaaa a aacchettik>kfd1gamgaravger-ileyeileyeyeMoreogggggrgan;risonFtimoreestlvingyqulleytidddisciplinarityrVrphyttonenyyocardialt thmakersa@NWarayaaaa?aannypXpperarrative sowkllyoshotionale eee e e e uu.uureevigationealcessary_k_eOedssOsi5llygative1 ilRFz oooeeeeeedaaaannypXpperakrrowalyotionale eee e ee.uureealcessary_k_eOedsOs5ily1 ilz RFooeeeeededdetyavelop0ing/ m m mments: s s s s s s s" s f  f fEEiarabetesl3loguemondefferent sicultiess nVngwalln`rection sciplines o+ourse=usses4 i i/ i iingon e e7easemssmaysT seminationo> o9 op t t t t t t t t t t t,tinctHxonJoocumentnFesAgingn'toEovanwrwuuuglasvswnoes4 i i/ iion e7easemmaysT seminationo> o9 op t t,tinctHxonJoocumentnFesAgn'tEovanerwvuglassnwnownnStudiesyy'yy1uKuvuyuuuuuuuuuuubjjectmmmission s8ccessh1e ggestions mmmarisedeergNingpplementp rortingjrveyss[sWsiioivalttUttonyYyswinburn+ymposiumsytomssrnthesisstemaaatics'yy1uKuvuyuuuuuuuuuubjjectmmmission s8ccessh1e ggestions mmmarisedeergNingpplementp rortingjrveyss[sWsiioivalttUttonyYyswinburn+ymposiumsytomssrnthesisstemaaatics} Intelligence n n n n nonsiveraction) e vesdisciplinarityee epretationi(imt)naltionalv v efetvgvv pretationkvvention s7 s oQ oZ oI o o o o+o'vqv{vv%v9v roductionvention5ory1itation1 sesNoannidiss=s sNs8skspssssss-sslllabels5landssuesssstttWtXt^tctdtetftgtqtttttttttttttt/ttttss>ssss>t>ts>ssO324P3Q3R3_3e3f3g3h3o3p3q3v3y333333333333353333333333333393k0^2/401m555m1M9N9l28\8B9]6u66603161l3363t798t4ea977$499Y99930000 0S0T0a0n0000)000 444D45D7C8C91292565.6n5M79#8n889-C8C92.6n5M7#9n8-99$Outcomeslinesiiiii ing pputsvverccomen-ingM vviewwwnoxford,PP*P| P'PPaFaLaNaRaVaZaIaaadafahajaoarayaaaaaaaaaaagesl lestinian_nel pasolomontosersssss!ii ing pputsvverccomen-ingM vviewwwnoxford,PP*P| P'PPaFaLaNaRaVaZaIaaadafahajaoarayaaaaaaaaaagesl lestinian_nel pasolomontoserssss!8 Cardiff o'o ovascular:e:s@sZs_shrrrsrr?rful_rslollroll1seAuCuKubbbbookuuusalii!iiiity ttione e e  e e e e! e ee#s!eEEHDe:ntreShTs.suryKssationfmlhallenge s nnges:s`ppleer= racteriseseterAecklistsd i#iefldrenZnnchoicecrristieonicglei9ivillarity keissroomoearerKinicalHodosooosureusteroms.obbrLchrane3egnitiveL  laboration " ane3egnitive  llaboration" tionDVreviewcWsXsZsasmsosssssssssssss,sss*sssssss4ssii iiiedgingF si sj sk s} s s sTsiHiJyKyLyTyUy}yyyy yHyJyKyLyMyNyRySyTyUyVyWyXyYyZyoyryyyyyyykyy&ynoldsh5hoder-ichard_soni g`ghtAourtss4sekqkse>otchielandXobb3ertySyTyUyVyWyXyYyZy&ynoldsh5hoder-ichard_soni g`ghtAour4se>kseXobb3ertEngland'i1ishhancedg5ingNoughektpttsuringv tailmentsities1 vironmentzymedpisodesSPISquityricksonno.SRC#t8t#ts sentiallyJ tablished& ttcccc uhicalDolegalgsnnrnographyuuropeanvvvtvZ valuatingr o o7oni5 i iR iI is i i i i3 i; i  eH ss s s s5 s8 s s s5 nDnsteenttsiihrydaything3idencexpeanvvvtvZ valuatingr o7oni5 i iR iI is i i i3 i; i  eH ss s5 s8 s5 sDnsteentsiihryday3idencexztowardssnsendracked<iningn n nnnnsfer ormationg+ ingmissionvis-eatment i ialEshsssssss;s uBuMuUuduouuuuuuucudu;u uu uBuEuQuZuIuhuuuuuuuuuuu uouble-uth-u-uTAnudugwellm_mour9rnvis-eat ialEshsssss;s uBuMuUuduouuuuucudu;u uu uBuEuQuZuIuhuuuuuuuu u-uth-u-uTAnudugwellm_mour9rnurnn OftAfCfDfEfGfKfLfMfQfRfTfUfVfWfXf^f_fIf`fafcfdfffgfhfjfkfmfof%frfsfufvfyfzf}fffffffffffffffffffffffffffffffffffff-fffVfWfXf^f_fIf`fafcfdfffgfhfjfkfmfof%frfsfufvfyfzf}fffffffffffffffffffffff-ffffA qualitativeV n_ nI n` na nb nl nm nn ns nt nv ny n n n n n n n? n1 n= n:y:nLncndnfngnlnnnn?nnAn`nanbncndnenfngnlnmnnnsntnn?nnHntiJiIiiiiiiitative   i n` na nb nl nm nn ns nt nv ny n n n n n n n? n1 n= n:y:nLncndnfngnlnnnn?nnAn`nanbncndnenfngnlnmnnnsntnn?nnHntiJiIiiiiiitative   iforuuuuuuuuuuuuuuu u u uuu<u"u uu.uu,u)m5mmmkmmmmmmmmmmmmm`mation,ulationumww|w w wwwardr rurmkrrrrameworkeI e n s snkele5ee"ithscheomLpsum+mkmmmmmm`mation,ulationumww|w wwwardr rurmkrrrrameworkeI enkel5ee"ithscheomLpsum+ 19989E9M9N9U9V9`9b9c9l9m9[999L9E9M9N999922Z2n222 2#00U0V0s00-00,0;040H0_000000)090000=0000$1"1131 1111.1=1(19N9U9V9`9b9c9l9m9[999L9E9M9N999922Z2n222 2#00U0V0s0-00,0;040H0_0000)09000=0000$1"1131 1111.1=1(11 Londonnc g[ g g g g g g g g'ggCssiitudinals s>singt!t-vei-ingSRC'''sMMaaDaHaJaRaXaZa_aIabadaeahaoaparasava}aaaaaaaaaaa:  aastrichtcleoddeikinjjork+kersi iingylllllllcolm0nagemento/ i| i i0 i/ i| i ggione ipulationarasava}aaaaaaaa:  aastrichtcleoddekinrjor+kers iingyllcolm0nagemento/ i| i i0 i/ i| i ipulation aldershotisonlmm|oo,ooBocationE y y) tsoathoughemanNwaysc6ysoncmbiguityericannalysesii@ing s s s ssdMd^doddddddddddddddd1d)dddTc_c<ccc+p"pisonlmm|oo,oBocationE y y) tsoathoughemanNwaysc6ysoncmbiguityericanalysesii@ing s s s ssdMd^dodddddddddddddd1d)dddTc_c<ccc+p"p>"Inmi2i(iii0i;i4i:i5 / *@ABDEHJKPRVZ`ashtikmfnnsntnymi ?i4i:i5 / *@ABDEHJKPRVZ`ashtikmfnnsntnymi ?pBMJoooooooooo?oc oobidiesyyWndeniciokc sutrko1thtsultonDwmanysgrenneridgingef#ing#gghtonndlejtish-uu4u6uFuiujukuttttttrtenokoadeninguwnayce man uudgeiizildingttttttt#t:tndeniciokc sut1thusultonDwmanysgrennerief#ing#gghtonndlejtish-uu4u6uFuiujukutttrtenokoadeninguwna yman uudgeiizildingttttt#t:t Education2 a a0 a4 a a a  a/ a aC aD aF aG aO aP aQ aR ai aj ak az a{ a| a[ a} a~ a a a a a a a a a a a a a a a a a a a a a  a a a a a a a># a# a# a' a alf f f f f  f f f f= f f0 f/ fF fQ fi fj f| f[ f} f~ f f f f f f f f f f- f f f a a a a a a  a a a a># a# a alf f f  f f f f= f f0 f/ fF fQ fi fj f| f[ f} f~ f f- f f fScience!sssst t.tt#ttt'ttific7 s s, s s9sts" eopekttlandXtishnealetr6rch+ ttlencondary t t tPtionaale e esoore eddlectedff-w1 wyn8mianrnar p%pp8nnnnseperationItemberr r r rriesvvvoousPv9vants7iceWsms7h8hssionveralexharpeevelsondjeffieldUldonpperd]yfortaaageuldwwsiKilagytvermanmple)xsterituationsx)k)zelkills k)zel killsE ControlledM sR sd oh ou o o o o o o oc od overtingbokbookSreonary$stluncilt t t ttvries8srsesrv ventryxxraceTD4iticalelyeisek singmse[queo;o=ossTTT uchley[TuuuuuulhamturevorativeDrentMDDDDa6aaBaDaQaRaUaVaXaIadaeatava{a[aaaaaaaaaaaaaaaaale m mmmeneshgers[rbytaadaeatava{a[aaa[arbyttavplansMoguelintslicies+y.s0s/sssssssssssss9s.s stttical y s s lys ymorphismmpay@ers?ssitioniveb sibilitieszletkaaalmm graduatesivism modernism- tsttential) t tterrund,ractical.e2g0g4g:g/gDgKgPgWgaghgpg|ggggggggHg`gagbgsggCgDgOgPgQgRgggg.g4gsss8stioners-gmatistsCgDgOgPgQgRgg.g4g8stioners-gmatiststresearchi?iiiiiiiiiiiiiii$ii3iii;ii iFi8ilimi%i}iiiiiiiiiiiiiii i i i i iiiiii<i-i1v v3vvv vvv.vvv2vv0v7v#v)v4vv:v5vi iFi8ilimi%i}iiiiiiiiiiiii i i iiii<i-i1v v3vvv vvv.vvv2vv0v7v#v)v4vv:v5v +# Causation combining qual and quant dataContract ResearchersDissemination and impact84Education research capacity building - international Elicitation Ethics(#Evidence-based research - Education$!Evidence-based research - General0+Evidence-based research - Medical Education Experimental research designGeneralisation Hay McBerICT in ResearchInterdisciplinarityNERF Peer-review\Qualitative methodsU qualitative methods, qualityQuantitative Issuestr Quantitative Issues, qualityRandomised control trials$ Research and education - generalResearch assessment Research capacity - teachers$Research capacity in education - ,(Research capacity in education - general($Research capacity-building - general Reviewing education researchScience of learningUSecondary data analysisSocial Science ResearchieSystematic reviews6U(%Teaching and learning theory buildingTruth in researchning theory buildingTruth in research in research"123333330933N444t7H5P74P6Q7N7Qt13 th3|33K3L3u329H33u78u4051546\81G455355 1a11592;59`3b3R3O6R902-9O6677d11C1D133333N444t7H5P74P6Q7N7Qt13 th3|3K3L3u329H33u78u4051546\81G455355 1a11592;59`3b3R3O6R902-9O6677d1C1D1<raisingmjeesEndoms;iseds  s  sB sE sM sh so s s s s s s s sc s; s  s s  sB sE sQ sZ sI sh su z z z z z z z z z  zdzed(singsgtensiifingsmonaleist CCBNTsce;eeadq-qqqc c3cccc csE sM sh so s s s s s s s sc s; s  s s  sB sE sQ sZ sI sh su z z z z z z z z  zdzed(singsgtensiifingmonaleCTsce;eeadq-qqqc c3cccc ctJournaluuuuuuuuusr;udgingllieynnnneBKEeHeUe^eheveeaaanefskyptchukeavneyeph;ithllyrrrnohanySywordinghiingdomh'sImonthphrkhamLleijnennnightowing ledge| r r r r| r r rureutzunzshnerwanLEaKaWaYa_aIaaaaaaaaaaa aboratory8urcks$smbertKncaster\etBtMtNt\t]tutttttteruNury=e1adr0ership/ rhflets6rmouthnersi-inginginguth-ningt711111}1]3d3$4741b6J5J677099b96o8lAmA@AAA1A039118888821q7L98;3q0L23K34K6p4273899aSaeaf8g8(82533717Z8abb9edt2outrrrrrUramsovonr stract%scaademiaccssy tcesse( heivement3q0L23K34K6p429aSaeaf8g8(8717Z8Abedt2outrUramsovonr stract%scademiascsy t( heivement[hasselbladveyy$y%y$o(o'e&G%G(G'G&G(Group_ead_l5lth7n6n nn@nVnWnZnInfngnmnsnnn?n7nUnVlWlXlYlZclcmctc6cXcareilptusinkindryiningiLrxheimer sslopi|igh9ereeeeedllighted3larylages storyoVaoddinotts5spitals'usecwfuu1u9u ta^ardevertml utpa umano oq Meaningful>t surementss8ing) dchanismsdicalDiRiiii6i iCiDiOiPiQiRiiiiiiiii4inetnnnrnnetingnt5talMtao^hohrhccccalfehodaologicalyyy%y) ys iVianingfulq t>t surementss8ing) dchanismsdicalDiRiiii6i iCiDiOiPiQiRiiiiiiiii4inetnnnrnnetingnt5talMtao^hohrhcccalfehodaologicalyyy%y) ys iViOft=f,f7f4ff f*fHfifjfkfsftfffffffff f f{ f ffff"ffff1f+fff fffff=f,f#f;f)f4fff:f5fff f ff*f f8fkf[ffffffffffffff'f'f'f'f>fman[ STEDntenZ ganisationsldnLsen5n"pp,ppp:ppTp_pfpgpoprp~ppppppp8p%p|p+`UponesA+ e e evDvKtWthtt+tt=t,tt*fgdffffulcr'ssssjingttt"tai  ilisation V VLVaaaginallelidatingony)ityueiGesssiingXnueeriablesRerbeeka-iphobia- W- csaoSion(i9iacesews_sr9rginiantt=t,tt*fgdffulcr'ssjingttt"tai ilisationLVaaaginallelidatingony)ityueiGesssingXnueeriablesRerbeeka-iphobia- W- cSsion(i9ia_ewsr9rginianinv3i;ii iHi8isi|iiiiiCiDiOiPiQiRiii-i i hhhhhhh hhzh{h[hhhhhhhh<h1hdd,ddddd!d*dkcccccccludesiiiHing onsistentreaseding lyxdeedjxeesiicatess3ors8 fyfarctionerenceluencening+ormafationg e e0edh/hhhiiing h-herentlyi<itialq novationsputsnquiryrreasingsertion titutionalsgruments tegrating vei$lligence>"Frome,u(uu'u&u8uuuuunctiondingrrrthert turezzkz+zzy,G*G+g,g*GGZa^abadaeamaoaqauaaaaaa a aaagagliardinnolbtleyaWrratt iro sontrellellaneralii i iiiii7i#ii:i5i6i iiHiJiKiLi8i\i]iIi[iiiiiiii+isation,u*u+u,u*t+t,t,stivetBaseds1ss.s)i4i8iki[iiiiiiss7ss$sey*'}','se,eXte^yesianecc,ccccomeT>T1Tatdwardenfforeihavioralkingllennewithson+RA%i''''2'%' '+'''sllinerd9ridges1ss.s)i4i8iki[iiiiiiss7ss$sey*'}','se,eXte^yesianecc,ccccomeT>T1Tatdwardenfforeikingllennewithson+RA%i''''2'%' '+'''sllinerd9ridge:Februarymalea= rtilisationuerieldjff8fth&naldfd+ingsvv(vvlandrsttztpHpatrickJ vI vs vvellagse)nders^emingtcherocuswedoollow&r:r uTu_uu1u"u3uuu=u;u6uuAuDuJuXuZu_uIu`ufumuouvu{u|uu   &Turnergqing'woyy,ypeUsIrerUCETt'stfglyDKlooooooZoumunnelrichnbiasedcertain* tlygleart derstanding s s sTtakingt iteiedv  versities y k: k k{ k' k' k' k' kknown observablea>readableNposssdateonesons; evidence based practice;. Strong literature review d requiresisearchS:SS<SS1i+i"i ii iiiiii=iii#i'i)i:i*i@iAiFiGiHiJiTiVi\i]i`iaiminirisitizi{i|i[i}i~iiiiiiiiiiiiiizJournals Term ListzKeywords Term ListVisionv6v]olminkstanisgyage WaiaaaaaAaggingl les nk kker/lacedshterhs9ntrr&s hingtonVtsonyty8e esbsea\akest5nessesh iingartenmmanntzrmuthDssier_t'o onh;hat8icikiiii ikieeeretherhi+ich=iocomycykipiiiZide\;and p/p p8prp|ppppp p p ppppHpJpIppppppppppppppppp-p1p"ppp.pyy#e)e5ee*e8ekeeeeeeeeeeeeeeeeerson rewsyfarae giotensin4nesin4neppHpJpIpppppppppppp-p1p"ppp.pyy#e)e5ee*e8ekeeeeeeeeeeeeerson rewsyfarae giotensin4ne.researchie(ee#e'e)ee*eke[eeeeeeeeeeeeeeeeers sG s s s+ s i i i3ingQ o coctionrvations5ourcesponseu~uuuuu,u!uubstenosis  urrectingtains5rdationhinkingreat<viewTRse)ee*eke[eeeeeeeeeeeeeeeersG s s+ s i i i3ingQ o coctionrvations5ourcesponseu~uuuuu,u!uubstenosis  urrectingtains5rdationreats<viewTRsPratrapecisiondondition s*diction+ s, sXferences sentationedrs vumeventn7ionQideauxnmarynciplesg#oblem*sRsss)s;sHcc#cccc)cedures edingssseeeedsysfessionD all l l_ lygGgrams1mes s s s s5s&essjj&j)jectm&m)s&s:smmhmotei7ion6 t  t t6 o^ofckposesspectivestateittectiiion<ocol<otypingvides4ss sychological s^ s s sty y y uGublic Skillss mmloanemeethithsssRsKokingythocialooo o.oo#orooooooo-oo!oe'eetiesyo`ologicall l l l l yy l l l lk l l l l l l f`ftl*lution#svingmet2u;uznnnnUnguYu phisticatedundrce_the=a ampton pWterpecialeffic6llergncerlI iegelhalterotlighturgeon taWaffnggens-nce dards s_ rm r fyfordr-rting teasmancistical s s s\building]ssssRsonjellock rgess nZney8siness$ty,yycCCCCCCC#CCCCC C aaa@aKaLaNaRaWaXaZa]anarasatauazaaaaaaaaaa?aaakall"s{ mbridgeIpbellrn+np9cc_cer_popppp#pacitys]szs{sss<s sss srrrrr#rt:t tt\t]tz'{'[''''''''5'''''\'st#tiyturing8rdiffss s1 Networkedumayere" roscience" owoPmm8m mb.bble)mansspICEdholhl: jmegenoommmineesnnoooynolCrcinimanNtkopoooo-uuuu u3uuuu uuuuuu uuu=uu,u2uuu0uu7u;u4uuu5uu6u!uuu u/u uu*u D Mays, N. & Pope, C.|wMcColl, E., Jacoby, A., Thomas, L., Soutter, J., Bamford, C., Steen, N., Thomas, R., Harvey, E., Garratt, A. & Bond, J. McIntyre, A. McIntyre, D. McKevit, C. Metcalfe, C. Miller, R. Mills, N.Mirzon, Graham ELGMoher, D., Jadad, A.R., Nichol, G., Penman, M., Tugwell, P. & Walsh, S.Y Moore, L.Morrison, Keith Mortimore, P.D@Murphy, E., Dingwall, R., Greatbach, D., Parker, S. & Watson, P.Murtonen, Mari Nash, R Neal, D. Neely, J.NERFNeumayer, H-H. Newble, D.I. Newman, Mark Newman, P. Norcini, J.J. Norman, G. Nursten, JNutley, SandraLIO'Cathain, A., Walters, S.J., Nicholl, J.P., Thomas, K.J. & Kirkham, T.M. Oakley, A Oakley, A. Oakley, L. Offman, J.J.plOlsen, O., Middleton, P., Ezzo, J., Gotzsche, P.C., Hadhazy, V., Herxheimer, A., Kleijnen, J. & McIntosh, H.Papasolomontos, C Paterson, L85Pattenden, J., Watt, I., Lewin, R.J.P. & Stanford, N. Pearson, R Peile, E. Peters, T. Peters, T.J.Petit-Zeman, S Pirrie, AnnePogue, J. & Yusuf, S.($Popay, J., Rogers, A. & Williams, G.$!Pope, C., Ziebland, S. & Mays, N.Potter, Ulrich Pratrap, S. Prideaux, D. Pring, R Ramjee, G.<8Renehan, A.G., Egger, M., Saunders, M.P. & O'Dwyer, S.T.($Research, Centre for Quality of CareResearcher, EducationalReynolds, DavidDARhode Island Department on Mental Health, Retardation & HospitalsRichardson, W. Richie, J Ritchie, J Roberts, IliRyan, M., Scott, D.A., Reeves, C., Bate, A., van Teijlingen, E.R., Russell, E.M., Napper, M. & Robb, C.M.Sanderson, IanSaunders, Lesley<8Sayer, M., Bowman, D., Evans, D., Wessier, A. & Wood, D. Schagen, ISchool, Cardiff BusinessSchools, Cardiff Business Schulz, K.F. & Grimes, D.A.0-Sciences, Cardiff University School of Social Seale, C.Seale, C. & Silverman, D. Selwyn, NeilSERP Sharp, D. Sharp, D.J. Sheffield, P. & Saunders, S. Shepperd, S.$Shey Wiysonge, C. & Volmink, J.,)Silagy, C.A., Stead, L.F. & Lancaster, T. Smeeth, L.Smith Smith, F Smith, H. Smith, M.84Smits, P.B.A., Verbeek, J.H.A.M. & de Buisonje, C.D. Smyth, R.L.D?Song, F., Eastwood, A.J., Gilbody, S., Duley, L. & Sutton, A.J. Speller, Viv Spencer, L Spurgeon, D.Steadman, Stephen Stecher, B Stocks, N.DASutton, A.J., Abrams, K.R., Jones, D.R., Sheldon, T.A. & Song, F. T, Christie Tamkin, P Tan, A. Taylor, E W Taylor, JimThabet, A.A.M.TLRP Tooley, JTorgerson, C.J. Tovey, P. Townsend, J. Travis, G D L Turner, DavidUCETPLUkoumunne, O.C., Gulliford, M.C., Chinn, S., Sterne, J.A.C. & Burney, P.G.J. Van Damme, L. Vostanis, P.$ Wales, The National Assembly for Walker, Z. Wallace, MikeWalter, IsabelWeingarten, S.R. Weinman, J. Wentz, R.Wermuth, Nanny Weston, RWilkinson, Leonora William, DWilliam, Dylan Williams, P Willinsky, J. Wilson, D.B. Wilson, J Wilson, P. Woodhead, C Woodward, M Wykurz, G. Wylie, G. Ziebland, S.[Pattenden, 2002 #119]0260555F5558/7S99,9*9\6v6y666U6V978966$9}909/995559#3i44Z4440300=0000 0M0^0k0l0m0s0000000)0$01G11E1W101a3^5666k7E9a92000@0?1I123A3J3K4L4C4D3pZMethodsbiliiii^iiii=i@iAiVi_iIi`iaibiliminisitiviyiiiiiii?iiiiii$ichaell*l,kLddleton/kellern$ions nisterrrzonl sapplication esesionxlxingo,ode(lingling ssrrrkrnismtdherore'rayae Humes$ournginhrstwypertexts o^othesistical IydddddanaCTaddea=s0f/nkn#ntifies fology9fIIsIllnessaustrate^ ionmpactoTTTTTTTTTTTTTTTTTTTTT1T2iiredl`erialismn: lementationi"icationsnD n" r oortancet r rrovemImm3menti i i iingA n n n n nrn<uJ.evidence2x0x;x4x6x/xNxhx|x~xxxxxxxxxxx1x3x.x2x0x7x4x5x6x/xCxDxGxHxJxKxLxOxPxQxRx8xIx|x~xxxxxxxxxxxxxxxx1x.x4x8xkxxxtialng xamination& Statistics re r e eKead!mancherWen`p!hen! o!'sysZrnevwartilloocksr rygGrategic y ees y y yyuSeeee\ engthenings] s^s5 usstonguctureds dingudentsiRiesUyiyjysyyyy-y4yiyjyyypH systematicJ TK TT TU TX TZ Tm To T T T T T T  TH TJ TK TL TM TN TR TS TT TU TV TW TX TY TZ To Tr T T T T T T T4 T  TsTaKaUahaoapaaaaaaaaaaAail9keemnmkinnnyloreee<eachero<o'ss%ss&sN(Draftwingift5ugsYuleymmbingylanzsonEcPcVcWcXc^aaaaaaaaachsYstwoodc conometrics* dcuational inburgh' ttingonioriial u ucaitonaltion  f2 f; f4 f f  fD fG fR f f f f f f f f f f f a3 a a= a, a; a a a a  a* a  ak a| a a a a a a a a a a{ a a a a a1 a  a3 a a a  a a a. a a a@dataeqvvvvvvHvJvIvvvvvvvv)vvbasevveyidC7C&CCCCCesCCCC C Cy CReCathbatesccades~emberii iiBipheringsysiontsularationf`fencekddBdinglsivenessinedgreenletionaiberate verymandsocratic nstrationpntpartment5 e e' s s eendencerived_d,s=scribinge forgest tz iQignWtItttttt)tt)ssspairtgtination RobertsHuuust ger`smnlennnnn0n/s0salindp/pundup tledge pp2RR74XussellXyanSa@aAaMaVaYaZa^adahajalaoapavaaaaaaaaaaaaaaaapadler5feh gea midaumpaioLle)nIndercocksonrah"rahundersjyoyvwyerDyeringdcalesehhagenmismNmidolarship o8olsss{ s1ss's's(si5ii1iBulziencessrs"ItsJJelfJo2C2E2G2L2M2N2O2R2U2W2Y2Z2]2^2e2h2m2r2u2v2y2[2222222222222222222 2mismethaWacobydcdaddngn@nuaryNrOrPrQrRr?rrMray"yneessonimnohniintnUnessussonuurnal-ll=kk4u6uFuHuiujukusuNPapers)s%rrr+r)r8rradigmVkerticipants s t) t tE tionuulalry ek r ism nershiptersonDientsEeWe_ettttytendenedfrearsonlerlooooiissPilenllegrinodnman9opleyPP)PBL)r rceptions8formancesiodspective l s s sE s v v vasivenessotershiti hD i ilosophical i yqictureserreallrrotingr4rrielJlaceubondn63andp.pp ppp0p7p:p5ppp p/ppDpGpHpUpWpYpZp^p_pIpcpdpepfpmpoprpspup{p|ppppppppppppppppppppppppppppppp3p p0p"LearningssOsPsRs{ss s|s s sCsDsOsPsQsRss"ss"s)cccctureeede_d2 dsohtinenonora>s=leysso|onstt'stervv1v0vacic/ieln|wywinusibrarytfelongghtM mitations n n neds#nezsgard\kingpsey:sttteratureoV om o v vvingoobato*gic quantitative e eW eX r^ rc rd re rf rg rq r r r r r r r r r r r r r r r r rrterllyy estionnaireW sss2sa R RRaa aAaHaJaUaVaWaXaIaaacadagalarasavayaaaaaaaaaaaa a a a a aaa-adicalEE>ii isedsNot u8eeeeeeeesu[uvvvvvvvemberuuuuu^ullmberssreqericalrrstentleyLOZc'h'CathainDoDwyer|akleybb bservationa alc ccasionalEtoberJfKfLf\fffffffffffff:ff"fffff=f,f(ff7f#ff:ff6ff f*ff0 Educational4 f/ fF fG fi fj f f f f f f f f f f f f f o o1 o o o o* ok o[ o o o' o"orswardsfqffffect(ive6 n n n n' nesslT l r% r& r r)rss!sgicacyortsroggerr) laborationaX icitation_ iq i iXing_ jkzabethjaliotiphickqwynmbeddingergencyingootionalphasislirical l l,loyedmente nnda<gagement4BestWttterw wweenu"yyyybyondiiasYesbd bliographylious_rchallr"lakemorelendssisossfieldyPMJy@oAoCoDoEoJoKoLoOoPoQoRo_oIoeofogohooopoqovoyoooooooooooooooooS01 1133231344 4122.22S2_2h2o22222221011/1*1F1G1b1i1j1?11111111(1)10N1Y1v035v5y6y9z14440003155@4Y535A6566@689A76E79E80313902>2\V16I1h11111155j5772221111s12-23s983333014j35X69O2P2Q2R2U222=24i0=566987990124345555d56s6777768 8a8t888 8zKeywords Term List,Xpublicp8ataa9aYation sashedd d[ iing^dding&pil&s1srposesuing ttinglquagmireHlJiIiiiiii=itative@ nA nH nJ nV n` na nb nl nm nn nr ns nt nv ny n n n n n n n n n? n n nl nm nn n n n= n@ n@ nB2002C1D1O1P1Q1R1]1_1e1f1g1h1i1j1o1p1q1u1v1y1z1|11111111111111111111111111111111111111111111111111111111111i11C1D1O1Q1R1_1e1f1g1h1  <k>-Al$*}1%+9_"esIr` 3p THJvzqS.Eg ~=O,2b(a^c\N0u7#'?W{d;FV)C|hLyP4Mm@Qo:&5i XD8Bntj]KRY6!U[Z / Gf conferencei uirmationusess sequences tialeidered t3tableitutesiraintssuctivists-sultationr t'tains=emporarycntdrixtuiRinuingc r raceptiontd-dictoryibution o ol;s ll lBlElQlZlIlhlulllllllll l;ledss sequences tialeidered t3tableitutesiraintssuctivists-sultationr t'tains=emporarycntdrixtuiRinuingc r raceptiontd-dictoryibution o ol;s ll lBlElQlZlIlhlulllllllll l;led[thisaooWomasrhrsea)reatseo ougheii imess9sLi)ingLRP"ooo-o1r9r r ooo/oo*ooWoIofogohojopo~oooooooooooooooooooo1o,o)ooo!o oolllgggggggetherllerancekoll[eys[sfsrrgersonvey44955509*9F0G0_0h0p0W0X0^0n00A0X0Z000000)00?1i1j1119337 a15f7226462M9?00493047`56i6`1g97g7399f86J4`4o4p4q4)4/4f02e6e7B148B8d2394577;9I4I67H Miller, R.8f>G$ T/` , ZD0[U!Stephen Steadman 2001Causal effects Stephen Gorard Causatione\UNot read. Response to Stephen's paper 'Good causes or lost causes in social science?'sB Stecher H Borko. 2002voIntegrating findings from surveys and case studies: examples from a study of standards-based educational reforme"Journal of Education Policy 175n547-569e$combining qual and quant datasHASutton, A.J., Abrams, K.R., Jones, D.R., Sheldon, T.A. & Song, F.n 19984.Systematic reviews of trials and other studies"Health Technology Assessment2\19 276Systematic reviews Taylor, Jim 1995tnResearch in UK departments of sociology: an analysis based upon the 1992 Research Assessment Exercise database Sociology\293t513-529iResearch assessment Analyses relationship between quantitative measures of research inputs and outputs against RAE (1992) ratings. Positive relationship with a number of variables (e.g. no. of articles, research active staff, research postgraduates). See notes (CT - Capacity.doc) E W Taylor 2001ZSAdult Education Quarterlly from 1989 to 1999: A content analysis of all submissionsn Adult Education Quarterlyl514l322-340\"Reviewing education researchNot read. Provides an example of content analysis of a journal over time. Methods useful for our own review and findings are useful as it is an education-type journal.*$Thabet, A.A.M. Abed, Y. Vostanis, P. 2002`YEmotional problems in Palestinian children living in a war zone: A cross sectional studys The Lancet 359e 25 May 2002 1801-1804Quantitative Issues TLRP 2002$Strategies for impact seminar$Strategies for impact seminar London 17 April 2002tDissemination and impact~xTLRP seminar on strategies for impact. Includes paper by John Kanefsky 'Research impact and the ESRC TLRP' (BERA paper). Tooley, J Darby, D.a 1998& Educational research: a critique London OFSTED.(Research capacity in education - generald]The Tooley Report. Based on a survey of published educational research. CT has notes on this.,Torgerson, C.J.e 2002leLetter: Initial formation of unbiased groups is most important issue in randomised controlled trials} BMJt 324 11 May 2002 11552+Evidence-based research - Medical EducationG D L Travis H M Collins 1991`ZNew light on old boys: cognitive and institutional particularism in the peer review system*#Science, Technology, & Human Values}163322-341 Peer-reviewLENot read. Discusses the peer-review system (particulalry for grants).e  UCET 2002:3Joint funding bodies' review of research assessmenta 4.Universities Council for Education of Teachers19/11/02Research assessment*$UCET's submission to the joint funding bodies' review of research assessment. Points out that there are two weaknesses of the current research assessment system for education field: ambiguity of practice/professional focus; increased seperation between teacher education and research support.RLUkoumunne, O.C., Gulliford, M.C., Chinn, S., Sterne, J.A.C. & Burney, P.G.J. 1999ztMethods for evaluating area-wide and oganisation-based interventions in health and health care: A systematic review"Health Technology Assessment35982,Randomised control trials Systematic reviews.(Van Damme, L. Ramjee, G. Alary, M. et al 2002Effectiveness of COL-1492, a nonoynol-9 vaginal gel, on HIV-1 transmission in female sex workers: a randomised controlled trial The Lancet 36028 September 2002971-977 Randomised control trials&The National Assembly for Wales NGFuture collaboration in the delivery of education and training in Wales{<6Proceedings of 'Better Education and Training' seminar.(Research capacity in education - generalLFNot read. Example of how policy-makers, etc, what to see developments.^XWalker, Z. Townsend, J. Oakley, L. Donovan, C. Smith, H. Hurst, Z. Bell, J. Marshall, S. 2002TNHealth promotion for adolescents in primary care: randomised controlled trial BMJ 3257 September 2002524-530 Randomised control trials Mike Wallace 2001'Really good ideas'? Developing evidence-informed policy and practice in educational leadership and management: a 'rejoinder' to Rosalind Levacic and Ron Glatter0)Educational Management and Administration291 27-34*#Evidence-based research - Education$Not read. Discusses 6 issues.f`Weingarten, S.R. Henning, J.M. Badamgarav, E. Knight, K. Hasselblad, V. Gano, A. Jr Offman, J.J. 2002Interventions used in disease management programmes for patients with chronic illness - which ones work? Meta-analysis of published reports BMJ 32526 October 2002925-933Systematic reviewsR Weston 1997\VThe mythmakers in health promotion: Is the randomised control trial the gold standard?  Southamptonp University of Southamptonr PhDo Randomised control trialsa(!Not read. Abstract of PhD thesis.f  Dylan William 20026/Reflections on journal editing: by a non-editore"Reviewing education researchXRPresentation made to NERF on problems and recommendations for publishing research. D William 2002BERA charter for good practice in the employment of contract researchers: a response to Julie Bedward, Alison Bullock and Graeme DouglasResearch Intelligence81 22-23 November 2002Contract Researchers'Kings College, London Willinsky, J. 2001PIThe strategic education research program and the public value of researchiEducational Researcher301 5-14*#Evidence-based research - EducationJ Wilson 1998,&Preconditions for educational researchEducational Research402161-167a Summer 1998n.(Research capacity in education - generalB;education research precondition theory practice discipliness'>7Department of Educational Studies, University of Oxford Wilson, P. 2002How to find the good and avoid the bad or ugly: A short guide to tools for rating quality of health information on the internet BMJb 324m 9 March 2002598-602y"Quantitative Issues, quality C Woodhead 1998Academia gone to seed  New Statesmanm 51-52220 March.(Research capacity in education - generalNot read. Book review of 'The International Library of Sociology: The sociology of education'. However, Woodhead uses this to criticise educational research.pWykurz, G. Kelly, D. 2002F?Developing the role of patients as teachers: literature reviewe BMJt 325 12 October 2002 818-821eD>Evidence-based research - Medical Education Systematic reviews("Wylie, G. Hungin, A.P.S. Neely, J. 2002zsImpaired glucose tolerance: Qualitative and quantitative study of general practitioners' knowledge and perceptionsl BMJt 324 18 May 2002 1190$combining qual and quant data,7Mant_rchekfkgkhkki)keta#shall''st,tyn2ctwickisontterhternityFterQyx^xwell'yAsssssssssssssss@s?c'cBere$e$e(e''&'%'('''&'%'slCandlissWollLIntoshn{yreKevit= eaningful6researchiv v/vvCvDvFvGvHvJvKvLvOvPvQvRv8v\v]vIvivjvkvzv{v|v[v}v~vvvvvvvvvvvvvvvvvvvvvvvvvvvvvv<v>v1p9e"e e achievedross+tionvuzuuveeityyuteddedrr#ressing  ministration0v/vu o olescentsultvvvvanceds9ice+ERAg+f=fricanoterg-gaine-eBstce1edn<ncy ll l l5ldaimslbaaary bumin lnge'; J. Lobato 'How design experiments can inform a rethinking of transfer and vice-versa'; B. Bannan-Ritland 'The role of design in research: the integrative learning design framework'; R. J. Shavelson et al 'On the science of education design studies'; F.C. Sloane and S. Gorard 'Exploring modeling aspects of design experiments'; R. Zaritsky et al 'Clinical design sciences: a view from sister design efforts'; Master reference listjItsZwieten"Ontpe(ee#e&e5e[eeeeeeeeee#eNellsgoinglytH pportunities1timum`on rEd`dfdkdldddd!dkdder.inating_ ganisation l leansUtherssss3s-u,ughtr(tt1tcQcomesalitative data analysis for applied policy researchL A Bryman R G Burgess Analysing qualitative data London  Routledge173-194!Qualitative methods I Roberts\ 2000VPRandomised trials or the test of time? The story of Human Albumin Administration*$Evaluation and Research in Education14 3&4 231-2362,Randomised control trials Systematic reviews`YNot read. Systematic review of randomised control trials of human albumin administration.a    % -. RNPRTVXZ\^`bdfhjlnprtvxz|~ B J>, o@ }LE 9 # !b d f  f BallWmfordnnanrArbourlssed.d2s;s4sRsZshs~sssssssssss1s3s.s2s0s7s4s5s6s/sCsDsGsHsJsKsLsOsPsQsRs8sIs|s~ssssssssssssssSystematic reviews EPPI-Centre 2001Core Keywording Strategy Version 0.9.4g 1-27Systematic reviews ESRC 2000("Evidence-based policy and practiceSocial Sciencesr461s*#Evidence-based research - Education \VAnnouncing a new national Co-ordinating Centre for Evidence-Based Policy and Practice.& Featherstone, K. & Donovan, J.L. 1998ztRandom allocation or allocation at random? Patients' perspectives of participation in a randomised controlled trial BMJ0 317l31 October 1998 1177-1180 Randomised control trials"Andy Field Leonora Wilkinson 2001 Getting your numbers wrongThe Psychologist146n 316sQuantitative Issuesp<5Not read. Misapplication of statistics in psychology.Carol Taylor Fitz-Gibbon 2000@9Value added for those in despair: research methods mattere@:The Education Section of the British Psychological Society 1-41*#Evidence-based research - Education Fitz-Gibbon, C.T.e 2002<6Letter: Researching outcomes of medical interventions BMJe 324R 11 May 2002p 11552+Evidence-based research - Medical Education *#National Educational Research Forumh,&Research and Development for Education *#National Educational Research Forum\ NERF`ZNot read. Consultation document - emerging views of the Forum and invites suggestions etc.JCFritsche, L. Greenhalgh, T. Falck-Ytter, Y. Neumayer, H-H. Kunz, R.a 2002Do short courses in evidence based medicine improve knowledge and skills? Validation of Berlin questionnaire and before and after study of courses in evidence based medicine.p BMJ  325b 7 December 1338-1341c2+Evidence-based research - Medical Educationr"Gagliardi, A. & Jadad, A.R.b 2002Examination of instruments used to rate quality of health information on the internet: Chronicle of a voyage with an unclear destinationl BMJ2 324- 9 March 2002569-573q"Quantitative Issues, qualityRoger W GarrisonMises and his methodso 200104/04/01 CausationlNot read,&www.auburn.edu/~garriro/j2mismeth.html C D Gartrell J W Gartrell 2002@:Postivism in sociological research: USA and UK (1966-1990)"British Journal of Sociology534639-657},%Philosophy of Social Science Research Goldstein, H.HAA response to Hargreaves on "evidence-based Educational research"i 2000 21 Decemberc*#Evidence-based research - EducationlH Goldstein I Schageni 2002HASerious reservations about the interpretation of what we said ...Research Intelligence 8127 November 2002Quantitative Issues!John H Goldthorpea 2001*$Causation, statistics, and sociology"European Sociological Review171: 1-20 CausationoNot read. Three different understandings of causation examined: causation as robust dependence; causation as consequential manipulation; and causation as generative process. Latter favoured for sociology.S Gorard 20010)The way forward for educational research?iJDCardiff University School of Social Sciences Occasional Paper Series42.(Research capacity in education - general Not read.nS Gorard 2002>8'Let's keep it simple': the multi-level modelling debateResearch IntelligenceU81 24-25  November 2002pQuantitative Issues'2,Cardiff University School of Social Sciences Gorard, S 2002pjCan we overcome the methodological schism? Four models for combining qualitative and quantitative evidence"Research Papers in Education174v345-361$combining qual and quant data*}combining methods research capacity building design experiments systematic reviews political arithmetic complex interventionsOutlines four ways for combining methods. Also identifies context for why this is important and their limitations. (CT - Capacity (Word)) Gorard, S 2002F?Ethics and equity: pursuing the perspective of non-participants Social Research Update39 1-4i Ethics^WDiscusses the ethics of research from the perspective of the non-participant. Goes on then to argue that some research designs (e.g. experiments) may be more ethical even if they have greater negative consequences on participants than other less appropriate designs. Concludes by discussing the ethics of experiments. CT notes (methods - word)0*Graham, A. Moore, L. Sharp, D. Diamond, I. 2002}Improving teenagers' knowledge of emergency contraception: Cluster randomised controlled trial of a teacher led interventionb BMJl 324  18 May 20020 1179 Randomised control trials Lesley le Grange 2000Is qualitative research a meaningful term for describing the cross-fertilisation of ideas which characterises contemporary educational research?("South African Journal of Education203c192-195sQualitative methods<6Not read. Discusses the use of the term 'qualitative'. Grant, J. 20024.Learning needs assessment: Assessing the need BMJ; 32419 January 2002;156-15902+Evidence-based research - Medical Education;Learning in practice M Hammersley 1997TNEducational research and teaching: a response to David Hargreaves' TTA lecture*$British Educational Research Journal232H141-161t.(Research capacity in education - general Not read.  Hammersley, Mb 1997VOEducational research and teaching: A response to David Hargreaves' TTA lecture*$British Educational Research Journal232y141-161cHBEvidence-based research - Education Research capacity in educationMartyn Hammersleyn 2001>7On Michael Bassey's concept of the fuzzy generalisationr Oxford Review of Education272e219-225GeneralisationNot read. A response to Bassey's article. Concludes that fuzzy generalisation in not a distinct type of generalisation but a mode of formulation that ought to be employed in all predictions for practical use derived from scientific generalisations.Martyn Hammersley  2001@9Some questions about evidence-based practice in educations BERA Leedsf*#Evidence-based research - Educationd Not read.od annotated.uncingualsNswersas thropologyigenc hypertensiveW pplicableedaroachesr r ppriaterorilprqrurvryr>rrrrrrregggggaaZagueds>smentsithmeticjasvoniticle,s#ssssssspppppp&ppkphhbypectss semblysOssingneednewofon perspectives pilotingplaced policiespolicypolicypost programme programmes progress prototypingprovidePublic rationalistreason reflexive relevance reliable researchretainsrole Sandersonscopesevereshould situationssocialsoundsubjectsystemsthatTheretoUKusewhatwherewhetherworkworksr:gettingiibbonlYlbody0latter/oucosevoemans ldsman~stein t tthorpenner0od/rfrrr!rrardddddd! dd#donvLtzschevernancementeraemehamn=ngerOtsVeatbacheri"eeenhalgh gynogiBimesooundpsswth>uardiants. CT notes (methods - word) d  3 `rI~s  e Bland, J.M. & Altman, D.G. 200260Statistics Notes: Validating scales and indexes BMJo 324H 9 March 2002606-607J"Quantitative Issues, quality4.Bonnici, F. Keavney, B. Collins, R. Danesh, J. 2002|vAngiotensin converting enzyme insertion or deletion polymorphism and coronary restenosis: meta-analysis of 16 studies BMJM 32527 September 2002517-5203Systematic reviews2+Boulton, M., Fitzpatrick, R. & Swinburn, C.l 1996^XQualitative research in health care: II. A structured review and evaluation of studies0*Journal of Evaluation in Clinical Practice23171-179"qualitative methods, quality Brenner, H. 2002lfLong-term survival rates of cancer patients achieved by the end of the 20th century: a period analysis The Lancet 36012 October 2002i 1131-1135aQuantitative IssuesvMalcolm Brighton 2000$Making our measurements countA*$Evaluation and Research in Education14 3 & 4b124-135oQuantitative issues\Not read. based on history of medicine and other scientific disciplines development of educational theory and practice requires the use of less complex statistical tools, and the collections and discussion of more (but less pre-processed) data. David Budge 1999*$Academics' dismay over strategy body"Times Educational Supplement33#BriefingOctober 8 1999 NERFb[Not read. Article reporting BERA's dismay that NERF will only have one of its six nominees. Budge, David 2002Good in theory"Times Educational Supplement25#Briefing July 12 2002Systematic reviewsReport on the first EPPI reviews. Flags up lack of quality research. Raises the issue that the 'questions' are too narrowly defined.nhCampbell, M., Fitzpatrick, R., Haines, A., Kinmonth, A.L., Sandercock, P., Spiegelhalter, D. & Tyrer, P. 2000TNFramework for design and evaluation of complex interventions to improve health BMJ} 321!16 September 2000!694-696voRandomised control trials qualitative methods combining qual and quant data Evidence-based research - GeneralaXRCampbell, R., Pound, P., Pope, C., Britten, N., Pill, R., Morgan, M. & Donovan, J.in pressxrEvaluating meta-ethnography: A synthesis of qualitative research on lay experiences of diabetes and diabetes care"Social Science and MedicineSystematic reviewsChapple, A. & Rogers, A. 1998Explicit guidelines for qualitative research: A step in the right direction, a defence of the 'soft' option, or a form of sociological imperialism?Family Practice156556-561"qualitative methods, qualityF?Chapple, A. Ziebland, S. Shepperd, S. Miller, R. Herxheimer, A.  2002lfWhy men with prostate cancer want wider access to prostate specific antigen testing: qualitative study BMJ  325 5 October 2002737-741tQualitative methods C Clarke 1998.(Resurrecting research to raise standardsSocial Sciences402.(Research capacity in education - generalVPNot read. Minister of state DfEE outlining a way forward for education research."Hilary Constable Robert CoeT 2000PIEvidence and indicators: dialogue, improvement and researching for others*$Evaluation and Research in Education14 3&4n115-123*#Evidence-based research - Education Not read. National Research Councila 1999 Improving student learning Washington, DC National Academy Press:4Education research capacity building - internationalVONot read. A strategic plan for education research and its utilisation. America.t"T_V9t%+D.1*}$Al*-|>k,< Teacher Training AgencyeF@Teacher engagement in and with research: initial review protocol"Research capacity - teachers,&Protocol for teachers in/with research(!V A Anfara K M Brown T L Mangione, 2002LFQualitative Analysis on Stage: Making the Research Process More PublicEducational Researcher October 2002 28-382"qualitative methods, quality Elja Arjas 2001D=Causal analysis and statistics: a social sciences perspective}"European Sociological Review171o 59-64 Causation ~xNot read. Cause-effect comes at expense of precision and often requires invention of hypothetical unobservable entities.Atkinson, Elizabethh 2000<6In defence of ideas, or why 'what works' is not enough0)British Journal of Sociology of Education0213e317-330{"Reviewing education researchCriticises the four main reviews of educational research. In particular criticises the call for evidence, or 'what works', based research as being too narrow. Therefore proposes post-modernism for broadening the scope and interpretation of research in the future. Bacchetti, P. 2002HAPeer review of statistics in medical research: The other problemd BMJe 324e 25 May 2002a 1271-1273u Peer-revieweLes Back 2001 A write off  The Guardian12#Guardian EducationApril 24th 2001r Disseminationrb[Argues that RAE has meant research has become unreadable that it risks losing its audience..(D Badger J Nursten P Williams M Woodward 20002,Should all literature reviews by systematic?*$Evaluation and Research in Education14 3&4220-230Systematic reviews Not read.uRichard Bailey 2001:4Overcoming veriphobia - learning to love truth again,&British Journal of Educational Studies492l159-172\Truth in researchlNot read. The veriphobic stance (postmodernists, radical social constructivists, pragmatists, and others) is inherently self-contradictory. Treat veriphobia and start loving truth again.S J Ball 2001'You've been NERFed!' Dumbing down the academy: National Educational Research Forum: 'a national strategy - consultation paper': a brief and bilious responsel"Journal of Education Policye163c265-268 NERF"Not read. Critique of NERF.l Barbour, R.S.t 1998NGMixing qualitative methods: Quality assurance or qualitative quagmire? "Qualitative Health Researchu8 3i352-361f"qualitative methods, quality Barbour, R.S. 2001b\Checklists for improving rigour in qualitative research: A case of the tail wagging the dog BMJb 322s 5 May 2001115-117o"qualitative methods, qualityMichael Bassey 20000*Hay McBer cost 4 million but lacks humourResearch Intelligences73 29-30 Hay McBern Bassey, M. 2000&Reviews of educational researchmResearch Intelligencet71 22-29e"Reviewing education researchMichael Bassey 2001\UA solution to the problem of generalisation in edcuational research: fuzzy prediction Oxford Review of Education271b 5-22GeneralisationLFNot read. Use of fuzzy logic and uncertaintly in educational research. BECTa 2001F@Case study research programme for ImpactT2: invitation to tender  Neil Selwyn23/03/01*#Evidence-based research - Education1.(Letter of invitation to tender requesting "qualitative evidence and analysis of how the sue of networked technologies, both in school and the out of school environment, lead to the optimum educational attainment of pupils aged 8 to 16 in English schools.". Example of bad evidence-based research.PIBennewith, O. Stocks, N. Gunnell, D. Peters, T.J. Evans, M.O. Sharp, D.J. 2002|General practice based intervention to prevent repeat episodes of deliberate self harm: Cluster randomised controlled trial BMJe 324. 25 May 2002 1254 Randomised control trialsBenson, J. Britten, N. 2002`ZPatients' decisions about whether or not to take antihypertensive drugs: qualitative study BMJo 325s19 October 2002r873-878d&Qualitative methods Elicitation BERA 2001Fuzzy generalisation: transforming research findings into fuzzy predictions which can inform teachers', policy-makers' , and researchers' discourse and action AERA  Seattle, USAGeneralisationZTCollection of papers from BERA symposium at AERA on the use of fuzzy generalisation. BERA 2001Abstracts of papers\TNBERA methodological seminar on Hay/McBer's research into teacher effectiveness Hay McBer} BERA 2002F@BERA Colloquium on Educaitonal Policy and Research Across the UK  Edinburghb BERADissemination and impactTwo-day seminar on the relationship between research and policy drawing upon four major projects that had a policy impact in each of the four countries of the UK. Includes final report on the meeting and my notes (CT).Virginia Berridge  20010)If you want people to take your advice...uThe Times Higher20#Features Dissemination NHHow scientists can turn research into public policy. Via civil servants.yBirchall, M., Richardson, A., Lee, L. & South and West Regional Cancer Organisation Tumour Panel for Head and Neck Cancer 2002tmEliciting views of patients with head and neck cancer and carers on professionally derived standards for care BMJ 324 2 March 2002 1-5&Qualitative methods Elicitation &Sarah-Jayne Blakemore Uta Frith 2000d]The implications of recent developments in neuroscience for research on teaching and learningrScience of learning Report for the TLRP on the implications from neuroscience on teaching and learning research. Calls for greater collaboration between educators and scientists.L2|h2C)VF;d {Wp?Mays, N. & Pope, C.a 2000VOQualitative research in health care: Assessing quality in qualitative researcht BMJt 320e1 January 2000 50-52{"qualitative methods, quality~wMcColl, E., Jacoby, A., Thomas, L., Soutter, J., Bamford, C., Steen, N., Thomas, R., Harvey, E., Garratt, A. & Bond, J.i 2001~wDesign and use of questionnaires: A review of best practice applicable to surveys of health service staff and patients"Health Technology Assessment531 256,&Quantitative Issues Systematic reviews  McIntyre, D. McIntyre, A.s60Capacity for research into teaching and learning 2+University of Cambridge School of Education $Research capacity in educationNGMoher, D., Jadad, A.R., Nichol, G., Penman, M., Tugwell, P. & Walsh, S.l 1995pjAssessing the quality of randomized controlled trials: An annotated bibliography of scales and checklists Controlled Clinical Trials16 62-73"Quantitative Issues, qualityKeith Morrison 2001f`Randomised controlled trials for evidence-based education: some problems in judging 'what works'*$Evaluation and Research in Education152 69-83e Randomised control trialsu"Not read. Critique of RCTs. Mortimore, P. 2000(!Does educational research matter?r*$British Educational Research Journal261\ 5-24"Reviewing education researchF@Murphy, E., Dingwall, R., Greatbach, D., Parker, S. & Watson, P. 1998`YQualitative research methods in health technology assessment: A review of the literatureH"Health Technology Assessment216 276,&Qualitative methods Systematic reviews$Murtonen, Mari Lehtinen, Erno 2003b\Difficulties experienced by education and sociology students in quantitative methods courses"Studies in Higher Education\282171-185pQuantitative IssuesOutlines problems and limitations of teaching quantitative methods with sociology and education students. Based upon empirical research in Finland. Suggestions for improvement made. Notes in Word (Capacity) R Nash 2002PINumbers and Narratives: further reflections in the sociology of educationa0)British Journal of Sociology of Education42330397-412m$combining qual and quant data#  NERF 2000@9The impact of educational research on policy and practicet *#National Educational Research Forum; December 20005Sub-group report$NERF Dissemination and impact$ Newble, D.I. 2002@:Don't presume about experienced adult learners in medicine BMJe 3255 October 2002 779n2+Evidence-based research - Medical Education Mark Newman82PEPBL Project: research methodology working papers PEPBL project"Experimental research designd^Six working papers for experimental research design: 1. potential for elaboration of simple experimental research design 2. sample size 3. reducing threats to internal and external validity 4. measuring the effectrs of problem-based learning 5. procedures for allocation of participants, and timing of data collection 6. Flanders interaction analysisNewman, P. Peile, E. 2002Valuing learners' experiences and supporting further growth: educational models to help experienced adult learners in medicines BMJt 325b 27 July 2002200-2022+Evidence-based research - Medical Education Norcini, J.J. 2002 The death of the long case BMJo 324e16 February 2002408-409r2+Evidence-based research - Medical EducationLearning in practice Norman, G. 2002>8Research in medical education: three decades of progress BMJL 324  29 June 2002 1560-1562t2+Evidence-based research - Medical Education ,&Sandra Nutley Isabel Walter Huw Davies 2002rkFrom knowing to doing: a framework for understanding the evidence-into-practice agenda (Discussion Paper 1)i  St Andrews ,&Research Unit for Research UtilisationDissemination and impactNot read (used for TLRP session on utilisation). Sections: types of knowledge, research utilisation; models of process; conceptual frameworks; implementation innovations; evidence based practice;. Strong literature reviewsPIO'Cathain, A., Walters, S.J., Nicholl, J.P., Thomas, K.J. & Kirkham, T.M.o 2002~Use of evidence based leaflets to promote informed choice in maternity care: Randomised controlled trial in everyday practice BMJ 324 16 March 2002 1-5 Randomised control trials Oakley, A. 2002XRResearch Evidence, knowledge management and educational practice: lessons for all?HBHigh-level forum on knowledge management in education and learning Oxford13*#Evidence-based research - Education.A Oakley 2002JCSocial Science and Evidence-based Everything: the case of educationtEducational Review543e277-286*#Evidence-based research - EducationrlOlsen, O., Middleton, P., Ezzo, J., Gotzsche, P.C., Hadhazy, V., Herxheimer, A., Kleijnen, J. & McIntosh, H. 2001B8Sayer, M., Bowman, D., Evans, D., Wessier, A. & Wood, D. 2002Use of patients in professional medical examinations: Current UK practice and the ethicolegal implications for medical education BMJ 32416 Febraury 2002404-4072+Evidence-based research - Medical EducationLearning in practiceCardiff Business Schooly 20002,Measuring success: what counts is what worksVPFifth ESRC research semianr on 'New Labour and the third way in public services' Cardiff(!Evidence-based research - GeneraltmNot read. Collection of papers from seminar. Performance indicators, evaluation and evidence-based practices.\"Schulz, K.F. & Grimes, D.A.e 2002RKAllocation concealment in randomised trials: Defending against decipheringi Lancet 359z614-618e Randomised control trials2,Cardiff University School of Social Sciences 2003@:Interdisciplinarity: problem solving in an uncertain world CardifflInterdisciplinarityWorkshop on interdisciplinarity. Handouts include example research projects, conceptual issues, constraints, and research training. Other notes taken. Seale, C. & Silverman, D.r 1997.'Ensuring rigour in qualitative researchd(!European Journal of Public Healthc7379-384"qualitative methods, quality Seale, C. 1999&Quality in qualitative researchdQualitative Inquiry54.465-478,"qualitative methods, quality  SERP 2002$Bridging research and practice HBStrategic Education Research Partnership National Research Council April 2002Dissemination and impact:4Not read Outlines the aims and organisation of SERP."Sheffield, P. & Saunders, S. 2002TNUsing the British Educational Index to survey the field of educational studies,&British Journal of Educational Studies501{165-183"Reviewing education research&Shey Wiysonge, C. & Volmink, J.H 2002&Strengthening research capacityr The Lancet 3597 23 Febraury1 713e*$Research capacity-building - general0)Silagy, C.A., Stead, L.F. & Lancaster, T.t 2001b[Use of systematic reviews in clinical practice guidelines: Case study of smoking cessation; BMJl 323c13 October 2001833-836:4Systematic reviews Evidence-based research - GeneralSmeeth, L. Fletcher, A.. 2002lfEditorial: Improving response rates to questionnaires: Several common sense strategies are effective BMJA 3242 18 May 2002t 1168-1169Quantitative IssuesnF Smith F Hardman, 2003RLUsing computerised observation as a tool for capturing classroom interactionEducational Studiesr291\ 39-476ICT in Research:4Smits, P.B.A., Verbeek, J.H.A.M. & de Buisonje, C.D. 2002hbProblem based learning in continuing medical education: A review of controlled evaluation studies BMJa 324"19 January 2002153-156#D>Evidence-based research - Medical Education Systematic reviewsLearning in practiceF?Song, F., Eastwood, A.J., Gilbody, S., Duley, L. & Sutton, A.J.c 2000$Publication and related biases"Health Technology Assessment4n10 114,Systematic reviews.'Viv Speller Alyson Learmouth D Harrison 1997<5The search for evidence of effective health promotion British Medical Journal  315c361-363o(!Evidence-based research - General"Not read. Health promotion. Spurgeon, D. 2002^WNews Roundup: Journals are inconsistent in their choice of articles to be fast-trackedr BMJr 324i 18 May 2002 1176 Disseminationi'#$70V"u0&N\Lambert, H. McKevit, C.  2002XQAnthropology in health research: from qualitative methods to multidisciplinarity\ BMJ{ 325d 27 July 2002210-213tQualitative methods The Lancet 20014.Strengthening research capacity's weakest link The Lancet 358  27 October 1381*$Research capacity-building - General0)Lau, J., Ioannidis, J.P.A. & Schmid, C.H.u 1998<5Summing up evidence: One answer is not always enougha The Lancet 351\10 January 1998e123-127Systematic reviews"Rosalind Levacic Ron Glatter 2001tn'Really good ideas'? Developing evidence-informed policy and practice in educational leadership and management0)Educational Management and Administration291 5-26*#Evidence-based research - Education Not read.NHLewis, J.A., Jonsson, B., Kreutz, G., Sampaio, C. & van Zwieten-Boot, B. 2002@9Placebo-controlled trials and the Declaration of Helsinki  The Lancet 359e 13 April 2002 1337-1340 Randomised control trials Bob Lingard 2002ngSome lessons for educational researchers: repositioning research in education and education in researchaAERA Annual Conference New Orleans, USA2-5 April 2002@9Research and education - general Dissemination and impact Not read. Lipsey, M.W. Wilson, D.B. 1993leThe efficacy of psychological, educational, and behavioral treatment: confirmation from meta-analysissAmerican Psychologisth481 1181-1209  LSRC 2002rkResearch Strategy 2002-5 - Influencing the future: informing policy and improving practice through research7 London ,&Learning and Skills Development Agency*$Research capacity-building - generalleOutlines the LSRC's strategy to develop research practice and impact. Includes reference to the RCBN.  LSRC 2002ZSFrom idea to impact: a guide to the research process Building effective research: 1n London ,&Learning and Skills Development AgencyDissemination and impactLSRC publication from a series outlining strategy for raising effectiveness of research in this sector. Content includes: research in post-16, stages of research, working together, and building capacity.NHMacleod, J. Davey Smith, G. Heslop, P. Metcalfe, C. Carroll, D. Hart, C. 2002Psychological stress and cardiovascular disease: Empirical demonstration of bias in a prospective observational study of Scottish men BMJ 3240 25 May 2002 1247Quantitative IssuesLee Elliot Major 2001Don't count on usGuardian9o#Guardian EducationQuantitative issues\Not read. Report on Gordon Marshall's report that there is a skills shortage in social sciences, particulalry in quantitative skills. David Mantb[Health promotion and disease prevention: the evaluation of health service and interventionso.'Scientific basis of health services (?)o(!Evidence-based research - General  Not read.Gordon Marshalll 20010)Addressing a problem of research capacitymSocial Sciences (ESRC)47 2-3:*$Research capacity-building - generalztArticle by the Chief Executive of the ESRC on research capactiy. Identifies the problems, causes and ESRC solutions. Marwick, C. 2002D>Report demands better protection for people in research trials BMJJ 32512 October 20024 796i Randomised control trialsnJ Masonr 199482Linking qualitative and quantitative data analysis A Bryman R G Burgess Analysing qualitative data London  Routledgeu 89-110$combining qual and quant data$Mason, S. Tovey, P. Long, A.F. 2002d]Evaluating complementary medicine: methodological challenges of randomised controlled trials9 BMJa 325c12 October 2002}832-834q Randomised control trials  May/McBer 2000*#Research into Teacher Effectivenesss Hay McBeru4-Contains two reports from Hay McBer research.s&^12046\998!2000G1R2-583E32449hP76 acheivementilbumin#ndfn?nescssessingBaileypsed=eRridgeZMJl%uilding: Cardiff ollaborationlnferenceHtrolled(DataM estinationEownJ Education& alvN ngagementvidenced xamination.Februaryrborm rom< Generativeuguardianhas7uman`In$tB telligenceLts collaborativeections+ s) s8 s s s sves'gesinsooquiumloorectalmbining eH eJ eI e e e e e e eesmm mentatorson welathu unication5tiesy plementaryxxInnuuity uuterisedeB ncealment,ptual l,ludes f ssiondductn ferenceference:c^a,(b Harding, G. & Gantley, M.m 19980)Qualitative methods: Beyond the cookbookaFamily Practicee151e 76-79c"qualitative methods, qualityHargreaves, D.H. 1996LFTeaching as a research-based profession: Possibilities and prospects6/The Teacher Training Agency Annual Lecture 1996l12 April 1996HBEvidence-based research - Education Research capacity in educationHargreaves, D.H. 1997\UIn defence of research for evidence-based teaching: A rejoinder to Martyn Hammersley*$British Educational Research Journal234a405-419dHBEvidence-based research - Education Research capacity in education HayGroup 2000D>Rasing acheivement in our schools: model of effective teaching Hay McBerr\VAn interim report from Hay McBer on the research findings. Draft report (version 9.1).$David F Hendry Graham E Mirzon 1999<6The pervasiveness of granger causality in econometrics Causation  Not read. Unknown source.s .'J Hillage R Pearson A Anderson P Tamkin 1998(!Excellence in research on schools\ London .'Department for Education and EmploymentbResearch Report RR74$Research capacity in educationRLNot read. Selected pages from the Hillage et al report criticising research.Hoddinott, P. & Pill, R. 1997|uA review of recently published qualitative research in general practice. More methodological questions than answers?\Family PracticeS144313-319"qualitative methods, quality2+Howard, G.S., Maxwell, S.E. & Fleming, K.J.e 2000}The proof of the pudding: An illustration of the relative strengths of null hypothesis, meta-analysis, and Bayesian analysisPsychological Methods53315-332Quantitative IssuesHumes, W Bryce, Te 2001XQScholarship, research and the evidential basis of policy development in education{,&British Journal of Educational Studies493i329-352lB7Research Scholarship Evidence-based policy Higher StilltnThe starting point for this paper is the ongoing debate about the relation between research and policy in education. Recent developments in England and Scotland are reviewed in the context of political and academic arguments about the nature and function of research activity. The defensiveness of the research community in the face of professional and political attacks is examined critically. A case study of the Higher Still programme is used to illustrate the complexity of the relationships between evidence, ideology, values and professional practice. It is argued that the research community needs to become more politically sophisticated and to advance a clearer vision of its social function in advanced democratic societies if its potential contribution to educational development is to be realised. The dangers of a retreat to a narrow empirical role are highlighted.Not read Jadad, A.R. 1998B;Assessing the quality of RCTs: Why, what, how, and by whoma4-Randomised controlled trials: A user's guide London  BMJ Booksy"Quantitative Issues, quality Jones, Kip 2003Mission drift in qualitative research, or moving toward a systematic review of qualitative studies, moving back to a more systematic narrative review. The Qualitative Report. CEEHD working paper 2004 7 Julyhttp://users.wbs.ac.uk/cms_attachment_handler.cfm?f=f45760db-38ea-4565-abb9-51a15f722646&t=mission%20drift%20in%20qualitative%20research.pdf Kelly, A. 2003Research as DesignEducational Researcher321n 3-4nJanuary/February"David Kernohan David Turner 2002$What is the impact of the RAE?.'All Wales Education Research Conference Gregynog, Walesr"Reviewing education research|Paper presented at Gregynog. Outlines the funding mechanisms for each subject and what is happening to academic departments. S Kushner 2002D>180 Degree Vision: Capacity-Building as Action Without PurposeResearch Intelligencel81 30-32u November 2002\*$Research capacity-building - general'(!University of the West of England" Ni5L&:o,LQ *@mM4FPy6"C Papasolomontos T Christie 1998`ZUsing national surveys: a review of secondary analyses with special reference to educationEducational Research403 295-310e Winter 1998ySecondary data analysiso@9national database secondary analysis educational research L Paterson 2002JDJesson on Schagen and Goldstein confuses politics and social scienceResearch IntelligenceE8126 November 20021Quantitative Issuesn'>8Moray House School of Education, University of Edinburgh<5Pattenden, J., Watt, I., Lewin, R.J.P. & Stanford, N. 2002jdDecision making processes in people with symptoms of acute myocardial infarction: qualitative study BMJl 324 27 April 2002 1006-1009Qualitative methods Peile, E. 20026/Learning in practice: A new section in the BMJo BMJh 324c 19 January125-126n2+Evidence-based research - Medical EducationuLearning in practice S Petit-Zeman 2003$Trial by peers comes up shortcGuardian10#On-liner16/01/03 Peer-reviewa Anne Pirrie 2001>8Evidence-based practice in education: the best medicine?,&British Journal of Educational Studies492 124-136l*#Evidence-based research - EducationvvoNot read. Discusses the rise of 'evidence-based' practice. Provides a critical exegisis of a systematic review.}Pogue, J. & Yusuf, S.t 1998ZSOvercoming the limitations of current meta-analysis of randomised controlled trials\ The Lancet 351 Januray 3 1998 47-52tSystematic reviews*$Popay, J., Rogers, A. & Williams, G. 1998ngRationale and standards for the systematic review of qualitative literature in health services research"Qualitative Health Research83341-351"qualitative methods, quality(!Pope, C., Ziebland, S. & Mays, N.t 2000F@Qualitative research in health care: Analysing qualitative data BMJo 3208 January 2000114-116Qualitative methods*#Ulrich Potter Hans-Peter Blossfield 2001,&Causal inference from series of events"European Sociological Review171s 21-32n CausationiztNot read. Difficulties in time-series approach to causal interepretation of events. Time order of events considered. Prideaux, D. 2002PJResearching the outcomes of educational interventions: A matter of design BMJt 32419 January 2002t126-1270LEEvidence-based research - Medical Education Randomised control trials#Learning in practice Prideaux, D. 2002Letter: Author's replya BMJh 324v 11 May 2002i 11552+Evidence-based research - Medical Education}R Pring" 200081Editorial conclusion: a philosophical perspective\ Oxford Review of Education26 3&4o495-501\.(Research capacity in education - generalNot read. criticisms raised in special edition of journal summarised. Concludes by saying that problems are of a philosophical nature.>8Renehan, A.G., Egger, M., Saunders, M.P. & O'Dwyer, S.T. 2002Impact on survival of intensive follow up after curative resection for colorectal cancer: Systematic review and meta-analysis of randomised trials BMJ 324 6 April 2002 1-8Systematic reviews*#Centre for Quality of Care ResearchvpResearch and development on quality of care and implementation of care and implementation of changes in practice 0)Nijmegen University Maastricht Universitya*$Research capacity-building - GeneralList of projects.Educational Researcher 20024-Theme issue: Scientific research in educationf318c& Research and education - generalCollection of articles: M. J. Feuer et al 'Scientific culture and educational research'; J.W. Pellegrino and S.R. Goldman 'Be careful for what you wish for - you may get it: educational research in the spotlight'; D.C. Berliner 'Educational research: the hardest science of all'; F. Erickson and K. Gutierrez 'Culture, rigour, and science in educational research'; E.A. St Pierre '"Science" rejects postmodernism'; M.J. Feuer et al 'Reply to commentators on "Scientific culture and educational research'}Educational Researcher 2003>7Theme issue: The role of design in educational research 321-Collection of articles"Experimental research design Collection of articles: A. E. Kelly 'Research as design'; The Design-Based Research Collective 'Design-based research: an emerging paradigm for educational inquiry'; P. Cobb et al 'Design experiments in educational research'; B. McCandliss et al 'Design experiments and laboratory approaches to learning: steps towards collaborative exchange'; J. Lobato 'How design experiments can inform a rethinking of transfer and vice-versa'; B. Bannan-Ritland 'The role of design in research: the integrative learning design framework'; R. J. Shavelson et al 'On the science of education design studies'; F.C. Sloane and S. Gorard 'Exploring modeling aspects of design experiments'; R. Zaritsky et al 'Clinical design sciences: a view from sister design efforts'; Master reference list David Reynolds 2000.(The Pupil Progress Project: Final Report Hay McBerrpiThe Pupil Progress Project was established as a follow-on from Hay McBer report on teacher effectiveness.v HARhode Island Department on Mental Health, Retardation & HospitalsRKEnhancing evaluation in safe and drug free schools and communities programss(!Evidence-based research - GeneraloNot read. Report on the strengths and weaknesses of agency evaluations and needs and resources inventory for evaluation capacity.Richardson, W. 2002:4Educational studies in the United Kingdom, 1940-2002,&British Journal of Educational Studies501n 3-56"Reviewing education researchJ Ritchie L Spencer 1994<5Qualitative data analysis for applied policy researchL A Bryman R G Burgess Analysing qualitative data London  Routledge173-194!Qualitative methods I Roberts\ 2000VPRandomised trials or the test of time? The story of Human Albumin Administration*$Evaluation and Research in Education14 3&4 231-2362,Randomised control trials Systematic reviews`YNot read. Systematic review of randomised control trials of human albumin administration.a2,O=Tl~ grE(.Sr q*#Edwards, A., Elwyn, G. & Mulley, A.S 2002HBExplaining risks: Turning numerical data into meaningful pictures BMJe 324\ 6 April 2002827-830l&Elicitation Quantitative IssuesVPEdwards, P. Roberts, I Clarke, M. Di Guiseppi, C. Pratrap, S. Wentz, R. Kwan, I. 2002LEInreasing response rates to postal questionnaires: Systematic Review} BMJ 324 18 May 2002 1183,&Quantitative Issues Systematic reviews2+Elphick, H.E. Tan, A. Ashby, D. Smyth, R.L. 2002.(Systematic reviews and lifelong diseases BMJ 32517 August 2002Systematic reviews EPPI-Centre 2001Core Keywording Strategy Version 0.9.4g 1-27Systematic reviews ESRC 2000("Evidence-based policy and practiceSocial Sciencesr461s*#Evidence-based research - Education \VAnnouncing a new national Co-ordinating Centre for Evidence-Based Policy and Practice. Fastrez, P 2002LENavigation entailments as design principles for structuring hypertexte.(Education, Communication and Information2}1 7-20ICT in Researchtb[Outlines issues relating to the structure of hypertext for users. CT notes (methods - Word)a& Featherstone, K. & Donovan, J.L. 1998ztRandom allocation or allocation at random? Patients' perspectives of participation in a randomised controlled trial BMJ0 317l31 October 1998 1177-1180 Randomised control trials"Andy Field Leonora Wilkinson 2001 Getting your numbers wrongThe Psychologist146n 316sQuantitative Issuesp<5Not read. Misapplication of statistics in psychology.Carol Taylor Fitz-Gibbon 2000@9Value added for those in despair: research methods mattere@:The Education Section of the British Psychological Society 1-41*#Evidence-based research - Education Fitz-Gibbon, C.T.e 2002<6Letter: Researching outcomes of medical interventions BMJe 324R 11 May 2002p 11552+Evidence-based research - Medical Education *#National Educational Research Forumh,&Research and Development for Education *#National Educational Research Forum\ NERF`ZNot read. Consultation document - emerging views of the Forum and invites suggestions etc.JCFritsche, L. Greenhalgh, T. Falck-Ytter, Y. Neumayer, H-H. Kunz, R.a 2002Do short courses in evidence based medicine improve knowledge and skills? Validation of Berlin questionnaire and before and after study of courses in evidence based medicine.p BMJ  325b 7 December 1338-1341c2+Evidence-based research - Medical Educationr"Gagliardi, A. & Jadad, A.R.b 2002Examination of instruments used to rate quality of health information on the internet: Chronicle of a voyage with an unclear destinationl BMJ2 324- 9 March 2002569-573q"Quantitative Issues, qualityRoger W GarrisonMises and his methodso 200104/04/01 CausationlNot read,&www.auburn.edu/~garriro/j2mismeth.html C D Gartrell J W Gartrell 2002@:Postivism in sociological research: USA and UK (1966-1990)"British Journal of Sociology534639-657},%Philosophy of Social Science Research Goldstein, H.HAA response to Hargreaves on "evidence-based Educational research"i 2000 21 Decemberc*#Evidence-based research - EducationlH Goldstein I Schageni 2002HASerious reservations about the interpretation of what we said ...Research Intelligence 8127 November 2002Quantitative Issues!John H Goldthorpea 2001*$Causation, statistics, and sociology"European Sociological Review171: 1-20 CausationoNot read. Three different understandings of causation examined: causation as robust dependence; causation as consequential manipulation; and causation as generative process. Latter favoured for sociology.S Gorard 20010)The way forward for educational research?iJDCardiff University School of Social Sciences Occasional Paper Series42.(Research capacity in education - general Not read.nS Gorard 2002>8'Let's keep it simple': the multi-level modelling debateResearch IntelligenceU81 24-25  November 2002pQuantitative Issues'2,Cardiff University School of Social Sciences Gorard, S 2002pjCan we overcome the methodological schism? Four models for combining qualitative and quantitative evidence"Research Papers in Education174v345-361$combining qual and quant data*}combining methods research capacity building design experiments systematic reviews political arithmetic complex interventionsOutlines four ways for combining methods. Also identifies context for why this is important and their limitations. (CT - Capacity (Word)) Gorard, S 2002F?Ethics and equity: pursuing the perspective of non-participants Social Research Update39 1-4i Ethics^WDiscusses the ethics of research from the perspective of the non-participant. Goes on then to argue that some research designs (e.g. experiments) may be more ethical even if they have greater negative consequences on participants than other less appropriate designs. Concludes by discussing the ethics of experiments. CT notes (methods - word) Gorard, S\ 2002PIThe Role of Causal Models in Evidence-informed Policy Making and Practices*$Evaluation and Research in Education161  51-65\ 20020*Graham, A. Moore, L. Sharp, D. Diamond, I. 2002}Improving teenagers' knowledge of emergency contraception: Cluster randomised controlled trial of a teacher led interventionb BMJl 324  18 May 20020 1179 Randomised control trials Lesley le Grange 2000Is qualitative research a meaningful term for describing the cross-fertilisation of ideas which characterises contemporary educational research?("South African Journal of Education203c192-195sQualitative methods<6Not read. Discusses the use of the term 'qualitative'. Grant, J. 20024.Learning needs assessment: Assessing the need BMJ; 32419 January 2002;156-15902+Evidence-based research - Medical Education;Learning in practice M Hammersley 1997TNEducational research and teaching: a response to David Hargreaves' TTA lecture*$British Educational Research Journal232H141-161t.(Research capacity in education - general Not read.  Hammersley, Mb 1997VOEducational research and teaching: A response to David Hargreaves' TTA lecture*$British Educational Research Journal232y141-161cHBEvidence-based research - Education Research capacity in educationMartyn Hammersleyn 2001>7On Michael Bassey's concept of the fuzzy generalisationr Oxford Review of Education272e219-225GeneralisationNot read. A response to Bassey's article. Concludes that fuzzy generalisation in not a distinct type of generalisation but a mode of formulation that ought to be employed in all predictions for practical use derived from scientific generalisations.Martyn Hammersley  2001@9Some questions about evidence-based practice in educations BERA Leedsf*#Evidence-based research - Educationd Not read.o