QUESTIONING RESEARCH: Distinguishing incredible reading research claims from more credible (and useful) findings.
Saved in:
| Title: | QUESTIONING RESEARCH: Distinguishing incredible reading research claims from more credible (and useful) findings. |
|---|---|
| Authors: | Hruby, George1,2 George.hruby@uky.edu |
| Source: | Literacy Today (2411-7862). Sep/Oct2020, Vol. 38 Issue 2, p18-19. 2p. |
| Subject Terms: | *Literacy education, *Education research, *Educational planning, *Scientific communication, Science publishing |
| Abstract: | The article focuses on science-based claims in literacy education. Some suggestions for consumers of science-based claims include the need to be cautious of single studies as "proof" as study findings often cannot be replicated, being wary of colorful metaphors and empirical claims. The author suggests taking everything in moderation including scientifically inspired literacy guidance. |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 145742019 AccessLevel: 6 PubType: Periodical PubTypeId: serialPeriodical PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: QUESTIONING RESEARCH: Distinguishing incredible reading research claims from more credible (and useful) findings. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hruby%2C+George%22">Hruby, George</searchLink><relatesTo>1,2</relatesTo><i> George.hruby@uky.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Literacy+Today+%282411-7862%29%22">Literacy Today (2411-7862)</searchLink>. Sep/Oct2020, Vol. 38 Issue 2, p18-19. 2p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Scientific+communication%22">Scientific communication</searchLink><br /><searchLink fieldCode="DE" term="%22Science+publishing%22">Science publishing</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The article focuses on science-based claims in literacy education. Some suggestions for consumers of science-based claims include the need to be cautious of single studies as "proof" as study findings often cannot be replicated, being wary of colorful metaphors and empirical claims. The author suggests taking everything in moderation including scientifically inspired literacy guidance. |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=145742019 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 2 StartPage: 18 Subjects: – SubjectFull: Literacy education Type: general – SubjectFull: Education research Type: general – SubjectFull: Educational planning Type: general – SubjectFull: Scientific communication Type: general – SubjectFull: Science publishing Type: general Titles: – TitleFull: QUESTIONING RESEARCH: Distinguishing incredible reading research claims from more credible (and useful) findings. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hruby, George IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep/Oct2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 24117862 Numbering: – Type: volume Value: 38 – Type: issue Value: 2 Titles: – TitleFull: Literacy Today (2411-7862) Type: main |
| ResultId | 1 |
