On the misinterpretation of effect size
(2019)
Journal Article
Simpson, A. (2020). On the misinterpretation of effect size. Educational Studies in Mathematics, 103(1), 125-133. https://doi.org/10.1007/s10649-019-09924-4
All Outputs (8)
Mathematics and Statistics (2019)
Book Chapter
Iannone, P., & Simpson, A. (2019). Mathematics and Statistics. In S. Marshall (Ed.), A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Routledge
Developing Pre-service Teachers’ Professional Vision with Video Interventions: A Divergent Replication (2019)
Journal Article
Simpson, A., & Vondrová, N. (2019). Developing Pre-service Teachers’ Professional Vision with Video Interventions: A Divergent Replication. Journal of Education for Teaching, 45(5), 567-584. https://doi.org/10.1080/02607476.2019.1674563Much research on teachers’ professional vision examines development through video interventions. Evidence suggests they change focus towards specifics, subject matter and students and away from the evaluation. This study was designed to examine wheth... Read More about Developing Pre-service Teachers’ Professional Vision with Video Interventions: A Divergent Replication.
Whose Prior is it Anyway? A Note on 'Rigorous Large-Scale Educational RCTs are Often Uninformative' (2019)
Journal Article
Simpson, A. (2019). Whose Prior is it Anyway? A Note on 'Rigorous Large-Scale Educational RCTs are Often Uninformative'. Educational Researcher, 48(6), 382-384. https://doi.org/10.3102/0013189x19855076A recent paper uses Bayes factors to argue a large minority of rigorous, large-scale education RCTs are ‘uninformative’. The definition of ‘uninformative’ depends on the authors’ hypothesis choices for calculating Bayes factors. These arguably over-a... Read More about Whose Prior is it Anyway? A Note on 'Rigorous Large-Scale Educational RCTs are Often Uninformative'.
Separating arguments from conclusions: The mistaken role of effect size in educational policy research (2019)
Journal Article
Simpson, A. (2019). Separating arguments from conclusions: The mistaken role of effect size in educational policy research. Educational Research and Evaluation, 25(1-2), 99-109. https://doi.org/10.1080/13803611.2019.1617170Effect size is the basis of much evidence-based education policymaking. In particular, it is assumed to measure the educational effectiveness of interventions. Policy is being driven by the influential work of John Hattie, the Education Endowment Fou... Read More about Separating arguments from conclusions: The mistaken role of effect size in educational policy research.
The relation between mathematics students' discipline-based epistemological beliefs and their summative assessment preferences (2019)
Journal Article
Simpson, A. (2019). The relation between mathematics students' discipline-based epistemological beliefs and their summative assessment preferences. International Journal of Research in Undergraduate Mathematics Education, 5(2), 147-162. https://doi.org/10.1007/s40753-019-00086-5Existing research posits a relationship between undergraduate mathematics students’ mathematics-related epistemological beliefs and their perceptions of summative assessment. This paper reports a study investigating whether there is indeed such a rel... Read More about The relation between mathematics students' discipline-based epistemological beliefs and their summative assessment preferences.
The Relation between Mathematics Students’ Discipline-Based Epistemological Beliefs and their Summative Assessment Preferences (2019)
Book Chapter
Iannone, P., & Simpson, A. (2019). The Relation between Mathematics Students’ Discipline-Based Epistemological Beliefs and their Summative Assessment Preferences. In International Journal of Research in Undergraduate (1-16). Springer Verlag. https://doi.org/10.1007/s40753-019-00086-5
The evidential basis of ‘Evidence Based Education’: An introduction to the special issue (2019)
Journal Article
Simpson, A. (2019). The evidential basis of ‘Evidence Based Education’: An introduction to the special issue. Educational Research and Evaluation, 25(1-2), 1-6. https://doi.org/10.1080/13803611.2019.1617979