Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 18 Number: 4 Page: 201–212
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Improving the Usability of Educational Research: Guidelines for the REPOrting of Primary Empirical Research Studies in Education (The REPOSE Guidelines)
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Mark Newman1 and Diana Elbourne2
1Institute of Education, University of London, UK and 2Institute of Education, University of London, UK and London School of Hygiene and Tropical Medicine, University of London, UK
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Improving the quality of reporting could increase the usefulness of research for readers such as parents, students, practitioners, policy-makers, systematic reviewers and other researchers. This paper first presents an analysis of the reporting of basic information about the aims, context and methods used in a sample of published empirical research studies in education, which suggests that some aspects crucial to understanding research are consistently under-reported. Secondly, a summary of advice provided to prospective authors by a sample of leading ‘general education’ journals is described. These journals give advice about ‘style’ but not the information that should be reported about context and methods used in the study itself. This paper puts forward a set of draft guidelines for the REPOrting of primary empirical Studies in Education (the REPOSE Guidelines) for consultation among the producers and readers of research.
Keywords: reporting educational research, guidelines
© 2004 M. Newman & D. Elbourne
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