Sentences with phrase «validity of one's findings»

Niki says: This is the part where I tell you that we were actually drinking booze — Lagunitas IPA, Mionetto Prosecco, and a chili - chaser of Knob Creek, to be precise — throughout the whole experiment, thereby throwing the entire (again, highly scientific) validity of our findings into the doubt.

We would like to gauge the external validity of the findings this sample generates: are effects at other Boston charters and pilots similar?

All those who have legitimately used their discretion have warned others against copying their example unless they have been convinced by proof of the validity of their findings.

Some scientists have found highly unethical or duplicitous routes to tamper with and game the peer - review system designed to ensure the validity of findings

The researchers ran many robustness tests to assess the strength of a causal linkage, all of which supported the validity of their findings.

Confirming the validity of a finding by repeating experiments is, after all, a hallmark of the scientific process.

Cameron and Pauling again denounced the study as being methodologically different from theirs and, therefore, an inadequate basis for disproving the validity of their findings.

The researchers chose the KAT2A gene for further research and in order to demonstrate the validity of their findings.

INTRODUCTION Complete reporting assists readers in confirming the methodological rigor and validity of findings and allows replication.

Debate continues about the validity of these findings, but there is no denying that these programs operated in a far different social and demographic setting than programs today and that they were «hothouse» programs: Run by top - notch specialists, the programs served fewer than 200 children, cost at least $ 15,000 per child per year in today's dollars, often involved multiple years of services, had well - trained teachers, and instructed parents on effective child rearing.

In particular, Doyle (2000), Gigante and Firestone (2007), Spillane et al. (2001) and Zepeda and Kruskamp (2007) employed several measures to protect against threats to the validity of their findings, including the use of multiple data sources and clear articulation of data analysis strategies.

The validity of the findings of Lewthwaite (2006) was strengthened through the use of multiple data sources and the inclusion of the reliability and validity of data collection measures.

The validity of the findings in Khourey - Bowers et al. (2005) was supported through the use of instruments with demonstrated reliability and the inclusion of a detailed description of data collection and analysis, granting additional credibility to the finding that constructivist - based workshops increased participants» content knowledge.

There was strong support for the validity of these findings, which were consistent across studies of different subject areas and grade levels.

Across these studies there was strong support for the validity of the finding that release time influenced the nature of teacher leader support to classroom teachers.

The validity of the findings in Gigante and Firestone (2007) and Manno and Firestone (2006) was strengthened by the use multiple data sources (which allowed for triangulation in data analysis), and by detailed descriptions of data analysis procedures.

The validity of the findings of Balfanz et al. (2006) and Ruby (2006) was strengthened by the use of comparison schools and the inclusion of reliability information of the instruments used in each study.

The validity of these findings are strengthened by the use of multiple data sources to allow for triangulation in analysis (Gersten & Kelly, 1992; Gigante & Firestone, 2007; Race et al., 2002; Vesilind & Jones, 1998), member checking (Gigante & Firestone, 2007), and detailed description of the data analysis procedures (Gigante & Firestone, 2007).

The validity of the findings of positive impact was strengthened in several studies through the use of multiple data sources, which allowed for triangulation in analysis (Balfanz et al., 2006; Gigante & Firestone, 2007) and the use of steps to protect against threats to validity in data collection and analysis (Blank et al., 2006; Gigante & Firestone, 2007; Ruby, 2006).

Spillane et al. (2001) drew from multiple sources of data and described data analysis strategies that support the validity of the findings.

Both studies relied on multiple sources of data and triangulated data collection, supporting the validity of the findings.

The validity of the finding that instructional support by teacher leaders, including lesson planning, positively impacted student learning was supported by the use of control groups (Balfanz et al., 2006; Ruby, 2006; Weaver & Dick, 2009), the use of multiple sources of data (Balfanz et al., 2006; Ruby, 2006) and the inclusion of detailed description of data collection and analysis procedures (Balfanz et al., 2006; Ruby, 2006; Weaver & Dick, 2009).

Several of the studies summarized in this section included detailed descriptions of data collection strategies and triangulated information from multiple sources of data, increasing the confidence in the validity of these findings (Feldman and Tung, 2002; Heller & Firestone, 1995; Spillane & Camburn, 2006; Wettersten, 1994).

Coggins et al. (2003) and Feldman and Tung (2002) each employed multiple sources of data and Coggins et al. (2003) provided detailed descriptions in support of the reliability of the data analysis strategies and instrumentation, providing additional confidence in the validity of the findings.

Confidence in the validity of the finding regarding the importance of a shared vision was strengthened by detailed descriptions of the methodology used in data analysis and the triangulation of data in analysis in these four studies.

The finding that content area expertise impacted teacher leaders designing and / or facilitating professional development was supported through the use of multiple data sources (Coggins et al. 2003; Manno & Firestone, 2006; Yost et al., 2009) and the inclusion of detailed descriptions in support of the reliability of data analysis strategies and instrumentation (Coggins et al. 2003; Manno & Firestone, 2006; Yost et al., 2009), providing additional confidence in the validity of this finding.

The authors devised an ingenious test of the validity of these findings.

The researchers used an unpaired samples t - test for comparing pre - and post-program surveys and analyzed qualitative data using coding to identify emergent themes, a model building method, and triangulation to ensure the reliability and validity of findings.

The validity of the findings from Howe and Stubbs (2001) and Fanscali (2004) was not established, with threats arising from missing data that is not explained in analysis (Fanscali, 2004) and the absence of reports on the reliability of data collection (Howe and Stubbs, 2001; Fanscali, 2004).

It makes practical applications possible, spreads all the general requirements, including requirements of scientific ethics, novelty, validity of the findings, methodical adequacy, results reproducibility, etc..

For this reason, they question the validity of the findings and generalizations resulting from action research.

The biggest issue I have with Ridley's views are that he plays into the myth that scientists are not willing to debate the validity of their findings.

When an opponent challenges the validity of your findings, you must be able to defend them with a buttoned - down audit trail.