Disallowing Recommendations for Practice and Policy: A Proposal that Is Both Too Much and Too Little

Research output: Contribution to journalReview article

2 Scopus citations

Abstract

Robinson et al. (Educ Psychol Rev 25(2):291-302, 2013) offer a thoughtful and powerful argument for a policy change for primary educational research journals. This policy change would "disallow recommendations for practice" (p. 10) in primary educational research journals. They provided compelling examples of works in which authors have either offered implications that go beyond their research design (i.e., stating causal relationships based on correlational data) or speculations and implications that go (way) beyond the results of their study. In my response, I first identify the many points made by Robinson et al. with which I agree and make it clear that I believe this discussion is a healthy one for the field. I do not, however, concur with the recommendation for an editorial policy change for primary research journals and offer reasons why the policy recommended is both too much and too little to deal with the issues they have identified as well as additional issues I find concerning in the submission and publication of studies in primary research journals.

Original languageEnglish (US)
Pages (from-to)309-316
Number of pages8
JournalEducational Psychology Review
Volume25
Issue number3
DOIs
StatePublished - Sep 1 2013

Keywords

  • Empirical research
  • Implications of research
  • Journal policies
  • Primary research
  • Publication of research
  • Research methods

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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