Clearinghouse on Educational Policy and Management College of Education · University of Oregon
	"Search Help" Note that this is a web site search and will not search our databases ("Directory of Organizations", "In-Process Abstracts", the ERIC Database, "Publications").	Consumer's Guide to Research Information By Ron Beghetto The ERIC Clearinghouse on Educational Management produces a variety of publications pertaining to educational management. These publications include books, monographs, and synthesis papers on topics of interest to educational policymakers, school administrators, researchers, and related personnel. The publications produced by the Clearinghouse are intended to inform management decisions, provide insight into key educational issues, and support the governance and management of K-12 public and private educational organizations. The purpose of this consumers' guide is to provide insight into the nature of the evidence that has been used in the creation of our publications. In doing so, we hope our readers will be better informed when making decisions and drawing conclusions from the materials we produce. Types of Sources Used to Generate Clearinghouse Publications Our authors draw from a wide-array of source materials to construct Clearinghouse publications. As a reader of these publications, it is important that you are aware of the nature of these various source materials. Having this awareness will help you determine how you might use the information gleaned from our publications in drawing conclusions and making management-related decisions. The following typology of "source types" has been adopted by our authors. By having our authors use a similar nomenclature, our readers will be able to quickly determine the nature of the various source materials that have been used in the creation of our publications. Empirical. Empirical sources are qualitative or quantitative research and evaluation studies. Sound empirical sources include clear descriptions of the following principles: (1) the importance of the research questions asked; (2) how the study is linked to relevant theory; (3) the methods used to address the questions; (4) a coherent, logical chain of reasoning; (5) the extent that findings can be generalized to various settings and populations; and (6) whether the study has undergone some form of external scrutiny or critique. Clearly, empirical sources will vary in the extent to which these principles are present. As a general rule, empirical sources that significantly lack these principles will be excluded from Clearinghouse publications. Theoretical/Conceptual. Theoretical or Conceptual sources are documents that provide descriptions, summaries, and explanations of educational practices, processes, programs, concepts, and outcomes. These sources come in the form of literature reviews, descriptive research syntheses, conceptual models, or theories. Solid theoretical or conceptual sources are comprehensive, balanced, and systematic in their presentation. Alternative explanations and diverse frameworks are considered. These sources are often (though not necessarily) informed by empirical studies. Positions/Opinions. Position or Opinion sources are documents that provide recommendations, considerations, positions, or judgments on educational issues, policies, practices, programs, and outcomes. These sources are generated from a variety of educational stakeholders (for example, educational scholars, practitioners, policymakers, and advocates). These sources may make reference to empirical studies or theoretical sources but typically do so in an effort to support their position or opinion. Use of This Typology by Clearinghouse Authors The purpose and space limitations of Clearinghouse publications necessitate that our authors succinctly summarize the nature of source documents. Rather than characterize each source used, authors will attempt to organize their work in such a way that similar source types are summarized and used together. For example, in a publication describing the topic of "class-size reduction" authors might organize their publication so that the various types of sources are grouped and summarized under their respective headings (For example, "The results from the following empirical studies suggest…"; "Several conceptual models offer explanations for how and why class-size reduction impacts student achievement…"; and "Stakeholders have varying opinions regarding the feasibility of class-size reduction..."). General Guidelines for Drawing Conclusions Based on Source Type No one type of source is necessarily better than another. Each source type answers a different set of questions (outlined in the table below). The value of evidence from the various source types is ultimately determined by how it will be used. Nothing substitutes for good judgment, expertise, and careful thought when drawing conclusions and making management decisions based on information gleaned from our publications. Moreover, the complexity of educational issues warrants that no definitive conclusions or important decisions should be made on the basis of a single source (no matter how compelling). That being said, the following table lists the various source types, examples of questions addressed, and potential benefits and considerations for consumers. Source Type Questions Addressed Benefits & Considerations Empirical What is effective? What is this predictive of? What is happening? What questions have been answered? What theories have been supported? How does this look in practice? What do we know about this? Benefits: Provides "research supported" insights into what is known about educational issues. Considerations for Consumers: How similar is your work force, student population, school, district, organization to those featured in this research study? To what extent do the findings of this study apply to your school, district, and organization? What are the limitations of this study? Have other studies yielded similar or different finding? Theoretical / Conceptual How might we think about this? What might we expect from this? What might be causing this? Why might this work in this way? Benefits: Provides a systematic description/ explanation of educational issues. Helps interpret what might be going on and provides insights into what might be expected, given variations in key factors. Considerations for Consumers: Is it possible to test (and refute) the explanations and predictions offered by this theory? Has this theory been tested and supported by research? What alternative theories and conceptual models exist? What is missing from the explanation and descriptions offered by this theory/conceptual model? Position / Opinion What should we think about this? What should we consider? What ought to be happening? What should we do? Benefits: Provides insights from a "key player" on issues in educational management. Considerations for Consumers: What alternative positions and opinions exist? What values, beliefs, and biases are espoused in this position / opinion?