| Title: |
Improving Reporting Standards in Quantitative Educational Intervention Research: Introducing the CLOSER and CIDER Checklists |
| Language: |
English |
| Authors: |
Rebecca Upsher (ORCID 0000-0002-0881-8654); Eleanor Dommett; Sophie Carlisle; Sarah Conner; Geraldene Codina; Anna Nobili; Nicola C. Byrom |
| Source: |
Journal of New Approaches in Educational Research. 2025 14. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
37 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Educational Research; Intervention; Check Lists; Standards; Disclosure; Research Design; Feedback (Response); Evidence Based Practice; Research Methodology |
| DOI: |
10.1007/s44322-024-00022-9 |
| ISSN: |
2254-7339 |
| Abstract: |
In educational research, the complexity of interventions and the diversity of contexts challenge the adequacy of existing reporting standards, primarily tailored for health interventions and randomised controlled trials. Recognising the critical need for appropriate tools to support education research, we developed two checklists: the CheckList Of Standards of reporting in Education Research (CLOSER) and the Checklist for Intervention Description of Education Research (CIDER). CLOSER was designed to guide the comprehensive reporting of quantitative educational intervention research from the abstract to the discussion for multiple study designs. Concurrently, CIDER details the precise features of educational interventions. The final refinements of CLOSER and CIDER comprise of 34 and 17 items, respectively, developed through a five-stage process, including tool adaptation, expert feedback, a 2-round modified Delphi consensus survey, and final refinements. These checklists aim to enhance the clarity of educational intervention research findings, facilitating their replicability and subsequent meaningful translation into practice and policy. This addresses the gap in educational research reporting standards and sets the stage for a more robust, evidence-informed approach to educational intervention development and evaluation. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1461100 |
| Database: |
ERIC |