Timeline for Have there been longitudinal studies comparing outcomes of various teaching methods?

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Apr 3, 2015 at 14:03	comment	added	Felipe Voloch		I did use the word "easy" in my question but was more to do with obtaining the data.
Apr 3, 2015 at 13:47	comment	added	benblumsmith		I totally agree that methodologically serious research about the effectiveness of pedagogical methods is necessary to inform policy decisions. And a huge amount of research does already exist and is continuing to be done. I was just cautioning against the sense (that I guess I wrongly imputed to you) that this research could be expected to resolve the disagreements to everybody's satisfaction in a reasonable amount of time.
Apr 3, 2015 at 13:35	comment	added	Felipe Voloch		Sorry if I gave the impression I thought this was easy. I realize it isn't. What's the alternative? There certainly isn't an a priori theoretical proof that method A is better than method B (for reasonable values of A and B). So now we are making decisions based on anecdotal evidence or worse, e.g. in the case of flipped classrooms, on what is cheaper.
Apr 3, 2015 at 13:29	comment	added	benblumsmith		This thought is way too anecdotal to merit inclusion in the answer but: it has seemed to me that researchers who want to prove the inefficacy of a method always aim to include bad implementations in their dataset, whereas people who want to show efficacy always attempt to restrict to implementations that they judge are faithful to their vision of the method. This makes the research less unanimous than you'd think it would be. Basically, everybody is studying what they think the method is: if they think it is bad, they find something bad to study, etc.
Apr 3, 2015 at 13:26	history	edited	benblumsmith	CC BY-SA 3.0	added 52 characters in body
Apr 3, 2015 at 13:03	history	answered	benblumsmith	CC BY-SA 3.0