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A Revised Replication Study Typology and A Call for Participation: Replication Studies involving Technology and Teacher Education
PROCEEDING

, George Washington University, United States ; , , University of North Texas, United States ; , University of Georgia, United States ; , Iowa State University, United States ; , Georgia Southern University, United States ; , National Louis University, United States ; , Purdue University, United States ; , University of North Texas, United States ; , New Mexico State University, United States ; , North Carolina State University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In this session panelists will define what replication studies are, explain why they are needed, and invite researchers to conduct multi-site replication studies of technology and teacher education using common methods and measures. Additionally, panelists will share a revised replication study typology for describing the types of replication studies researchers may wish to complete, as well as solicit critique and feedback of the revised typology. Participants will engage with panelists in small groups to critique the revised typology, discuss targeted areas of replication research, and determine next steps for moving the call for participation to one of action.

Citation

Milman, N., Christensen, R., Spector, J.M., Branch, R., Schmidt-Crawford, D., Hodges, C., Borthwick, A., Shoffner, M., Knezek, G., Rutledge, D. & Manfra, M. (2016). A Revised Replication Study Typology and A Call for Participation: Replication Studies involving Technology and Teacher Education. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1115-1119). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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