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Journal Article 1: Bal, A., & Trainor, A. A. (2015). Culturally responsive experimental intervention studies: The development of a rubric for paradigm expansion. Review of Educational Research, 0034654315585004.

Abstract: Neither legislative demand for evidence-based practices nor a focus on experimental designs for educational interventions has ameliorated the disparate educational opportunities and outcomes for youth from nondominant cultural and linguistic backgrounds. Recent initiatives to increase the rigor of intervention research in special education have largely ignored the implications of culture and its role in experimental research. The extent to which the experimental intervention studies are culturally responsive remains unexplored. We developed a rubric, modeled after prior rubrics for quality indicators of special education research, identifying criteria for culturally responsive research. Rubric items were created following a systematic review of literature and gathering feedback from experts. The 15-item rubric uses culture as a generative concept that mediates each aspect of experimental intervention research. Implications include expanding the field’s dominant empirical paradigm and increasing reflexivity and responsivity in knowledge production that may contribute to a paradigm expansion in special education research.

Journal Article 2: Altman, M., Andreev, L., Diggory, M., King, G., Sone, A., Verba, S., & Kiskis, D. L. (2001). A digital library for the dissemination and replication of quantitative social science research. Social Science Computer Review, 19, 458–470.

Abstract: The Virtual Data Center software is an open-source, digital library system for quantitative data. The authors discuss what the software does, how it provides an infrastructure for the management and dissemination of distributed collections of quantitative data, and the replication of results derived from these data.

Journal Article 3: Zientek, L. R., Capraro, M. M., & Capraro, R. M. (2008). Reporting practices in quantitative teacher education research: One look at the evidence cited in the AERA panel report. Educational Researcher, 37, 208–216.

Abstract: The authors of this article examine the analytic and reporting features of research articles cited in Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education (Cochran-Smith & Zeichner, 2005b) that used quantitative reporting practices. Their purpose was to help to identify reporting practices that can be improved to further the creation of the best possible evidence base for teacher education. Their findings indicate that many study reports lack (a) effect sizes, (b) confidence intervals, and (c) reliability and validity coefficients. One possible solution is for journal editors to emphasize clearly the expectations established in Standards for Reporting on Empirical Social Science Research in AERA Publications (AERA, 2006).