Same as It Ever Was: An Updated Review of Replication Studies in Special Education Journals

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-05-14 DOI:10.1177/07419325241248766

Bryan G. Cook, William J. Therrien, Danielle A. Waterfield, Suzanne McClain, Jesse I. Fleming, Hannah Robinson, Latesha Watson, Joseph Boyle

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Abstract

Despite the importance of replication studies, previous reviews showed that they comprised less than 1% of publications in special education journals. This review conceptually replicates Lemons and colleagues’ previous review to provide updated rates of replication studies in special education journals. We identified 78 studies published in 44 special education journals between 2015 and 2022 that used the term replicat* and met our definition of replication, constituting 0.54% of all publications. Similar to previous findings, most replication studies were conceptual, successfully replicated previous results, and were conducted by one or more authors of the study being replicated. Replications with author overlap were significantly more likely to successfully reproduce the findings of the original study. Journal impact factor was significantly and positively related to journal-level replication rate. Publication rates of replications in special education journals remain similar to previous decades, suggesting that additional efforts are needed to increase the publication of replication research.

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一如既往：对特殊教育期刊中重复研究的最新回顾

尽管重复研究非常重要，但之前的综述显示，重复研究在特殊教育期刊发表的文章中所占比例不到 1%。本综述在概念上复制了莱蒙斯及其同事之前的综述，以提供特殊教育期刊中重复研究的最新比例。我们发现，2015 年至 2022 年间在 44 种特殊教育期刊上发表的 78 篇研究使用了复制*一词，且符合我们对复制的定义，占所有出版物的 0.54%。与之前的研究结果类似，大多数复制研究都是概念性的，成功复制了之前的结果，并且由被复制研究的一位或多位作者完成。作者重叠的复制研究更有可能成功复制原始研究的结果。期刊影响因子与期刊复制率呈显著正相关。特殊教育期刊中复制研究的发表率与前几十年相似，这表明还需要进一步努力提高复制研究的发表率。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.