在美国教育研究协会刊物上发表经验社会科学研究报告的标准中文翻译.doc

Standards for Reporting on Empirical Social Science Research in AERA Publications在美国教育研究协会刊物上发表经验社会科学研究报告的标准American Educational Research Association 教育研究协会The American Educational Research Association (AERA) is pleased to provide guidelines for reporting on empirical social science research in AERA publications. These guidelines apply to reports of education research grounded in the empirical traditions of the social sciences. They cover, but are not limited to, what are commonly called qualitative and quantitative methods. Other forms of scholarship equally important to education research include reviews of research; theoretical, conceptual, or methodological essays; critiques of research traditions and practices; and scholarship more grounded in the humanities (e.g., history, philosophy, literary analysis, arts-based inquiry). The latter forms of scholarship are beyond the scope of this document.美国教育研究协会（AERA）乐意为在AERA刊物上发表经验社会科学研究报告提供指南。这些指南适合社会科学研究中的基于经验传统的教育研究报告。这些研究方法包括了常说的质化和量化方法，但不仅限于此。其他的一些学术形式，对于教育研究也相当重要，包括研究评论；理论性的、概念性的、方法论的文章；对研究传统的批判和实践；以及更多的在人文科学（比如历史，哲学，文学分析，艺术研究等）中被熟知的学术形式。但，所有后面的这些学术形式不属于本指南涵盖的范围。The aim of specifying reporting standards for empirical research in education is to assist researchers in the preparation of manuscripts that report such work, editors and reviewers in the consideration of these manuscripts for publication, and readers in learning from and building upon such publications. The primary audience for these standards is researchers who wish to publish reports of empirical research and who review such research for AERA publications.制定这些教育经验研究的报告标准的目的是帮助研究者准备报告这些研究工作的稿件，也方便编辑和审稿人为刊物斟酌这些稿件，也方便读者从刊物中学习和改进。这些标准的主要对象还是研究者，那些想在AERA刊物发表经验研究报告的研究者和评审这些研究的研究者。In adopting these standards, AERA emphasizes that the standards are intended to provide a framework of expectations, or rules of thumb, about what a report of empirical work ordinarily should address. The standards are not intended to define the conduct of empirical research. Although research reporting and research conduct are necessarily related, decisions about how to conduct empirical research are the researchers responsibility. The standards are also not intended to define or determine the format for writing empirical work. Reports of different kinds of empirical research can take different forms, and authors working in different methodological or intellectual traditions may vary in the modes, order, or form of presentation. Finally, the acceptability of a research report does not rest on evidence of literal satisfaction of every standard in this document, and acceptability cannot be determined by using a checklist. In a given case, there may be a sound professional reason why a particular standard is inapplicable. The purpose in specifying these standards is to provide guidance about the kinds of information essential to understanding both the nature of the research and the importance of the results.采用这些标准，美国教育研究协会强调，这些标准是打算提供一个经验研究报告一般要达到的一个期望的框架或者说是一些首要的原则。这些标准不打算规定经验研究的行为，尽管研究报告和研究行为是有必然联系的，但决定如何进行经验研究是研究者的职责。这些标准同样不打算规定或决定撰写经验研究工作的格式。不同种类的经验研究报告可以用不同的形式，并且，一个研究报告的作者，他运用不同方法或者思维传统进行研究工作，也会在呈现方法、顺序、形式上有所不同。总之，研究报告是否达标不依赖于完美遵守本指南的每一条标准，是否达标也没有一个（标准答案式的）审核列表。在某些情况下，一个特定的标准不适用，往往会有一个正当、专业的理由。制定这些标准的目的是，对于帮助理解研究的本质和研究结果的价值提供一些必不可少的信息。While these standards are directed to authors, editors, reviewers,and readers of AERA journals, the substance of the standards and the breadth of methodological coverage are not particular to education research. Thus, in publishing these standards, the Association seeks to offer an educational document that can be useful to other research societies and journal publishers that disseminate empirical work using these same social science methods. Also, as part of AERAs broader educational mission to advance high-quality research in education and to foster excellence in reporting on empirical research, the Association commends use of these standards in the training and preparation of researchers in publishing research.这些标准面向AERA杂志的作者、编辑、审稿人、读者，而，这些标准的主旨和方法涵盖的范围却不仅仅针对教育研究。因此，发布这些标准，协会追求提供一份教育性的文档，能对其他的一些使用相同社会科学方法传播经验研究的研究协会和杂志出版商也有所助益。同时，作为美国教育研究协会的更广泛的教育任务（增强教育领域内的高质量研究和打造优秀的经验研究报告）的一部分， 协会提倡在发表研究工作的研究者的培养和准备中使用这些标准。Preamble to Standards序言Two overarching principles underlie the development of these reporting standards: the sufficiency of the warrants and the transparency of the report. First, reports of empirical research should be warranted; that is, adequate evidence should be provided to justify the results and conclusions. Second, reports of empirical research should be transparent; that is, reporting should make explicit the logic of inquiry and activities that led from the development of the initial interest, topic, problem, or research question; through the definition, collection, and analysis of data or empirical evidence; to the articulated outcomes of the study. Reporting that takes these principles into account permits scholars to understand one anothers work, prepares that work for public scrutiny, and enables others to use that work. These standards are therefore intended to promote empirical research reporting that is warranted and transparent.这些报告标准的开发基于两条重要的原则：充分的证据性和报告的清晰性。首先，经验研究的报告应该是可以被证明的，也就是说，要提供充足的证据来证明结果和结论的正确性。其次，经验研究的报告应该是清晰、一目了然的，也就是说，报告应该在探究和实践中运用明确的逻辑来指导整个过程，从最初的兴趣、选题、疑问或研究问题的发展；到通过定义、收集和分析数据或经验证据；一直到研究产生明确的结果。贯彻这两个原则的报告，便于其他学者们理解另一个学者的工作，也准备好便于公众审查，还能够让其他人使用这些成果。因此，这些标准的目的在于提高经验研究报告的证据性和清晰性。 The reporting standards are divided into eight general areas: problem formulation; design and logic of the study; sources of evidence; measurement and classification; analysis and interpretation; generalization; ethics in reporting; and title, abstract, and headings. Each of these areas is considered in detail in the sections that follow. Each section starts with a general discussion of that area followed by specific numbered standards that pertain to that domain. In some instances, the discussion provides additional detail to clarify the meaning of the standards and how they might apply to different research traditions.这份报告标准分成八大块：问题表述；研究的设计和逻辑；证据来源；测量和分类；分析和解释；归纳；报告中的道德规范；标题，摘要和段落标题。每一块会有后续部分进行细节表述。每个部分会以一个常规论述开始，接着是一些从属于这些大块的详细编号的标准。在某些情况下，论述会提供更多的细节说明这些标准的意思以及他们可能会应用于哪些不同的研究传统。1.Problem Formulation1、问题表述A research problem is an issue, topic, or question that motivates a study. Such problems may be theoretical, practical, or a combination thereof. The problem formulation answers the question of why the results of the investigation would be of interest to the research community and how an investigation is linked to prior knowledge and research.一个研究问题是引发一次研究的一个值得讨论的问题、一个主题或者一个疑问。这样的问题可能是理论方面的，也可能是实践方面的，或者是兼而有之。问题表述回答了这样的问题，为什么研究的结果会让研究共同体感兴趣，以及这个研究和以前的知识和研究有怎样的联系。Problem formulation can vary in scope and inclusiveness of questions and issues. Authors need to make clear how their formulation defines the limits of what can be addressed and the extent to which it is inclusive of diverse populations or circumstances. A thorough formulation of the problem typically includes a clear statement of the topic, issue, or question; a review of what others have written that bears directly on the problem; a rationale for the conceptual, methodological, and theoretical choices made in addressing the problem; and a consideration of how the study contributes to knowledge or understanding about the problem. These choices can have a significant influence on how a problem is understood, what generalizations can be made, and the extent to which a work can contribute to addressing significant issues. Reporting needs to provide as comprehensive a picture as possible of what the problem is about and how it has been approached.问题表述随着问题或者论题的范围和内容的改变而改变。作者需要明确，他们的表述确定了研究所能解决问题的界限以及涉及不同人群或环境的范围。一个完整的问题表述基本上包括了对主题、论题或者疑问的一个清晰的陈述；对与此问题直接相关的其他人的文献的评述；说明为何选择某些概念、方法和理论来解决这个问题的理由；以及说明本研究如何对知识或者理解该问题产生贡献。这些信息对问题的理解、归纳的产生以及这项研究对解决此重要问题究竟有多大贡献有重要的影响。报告必须对这个问题关于什么、如何解决提供尽可能全面的描述。1.1. The problem formulation should provide a clear statement of the purpose and scope of the study. It should describe the question, problem, or issue the study addresses, situate it in context, describe the approach taken to addressing it, and explain why it is important to address.1.1. 本问题表述应提供研究目的和范围的明确的表述。包括，研究要解决的问题及其背景的描述，解决问题采用的方法的描述，阐释解决问题的重要性。1.2. Reporting should make clear how the study is a contribution to knowledge.1.2. 报告应说明本研究对知识有怎样的贡献。1.2.a. If the study is a contribution to an established line of theory and empirical research, it should make clear what the contributions are and how the study contributes to testing, elaborating, or enriching that theoretical perspective.1.2.a 如果研究对已经建立的理论或者经验研究产生贡献，那么要说明该贡献是什么以及研究是如何对检验、说明或者丰富理论观点产生贡献的。1.2.b. If a study is intended to establish a new line of theory, it should make clear what that new theory is, how it relates to existing theories and evidence, why the new theory is needed, and the intended scope of its application.1.2.b 如果研究是试图建立一个新的理论，那么要说明新理论是什么，与已经存在的理论和证据有什么关联，为什么需要新理论以及它的预期的应用范围。1.2.c. If the study is motivated by practical concerns, it should make clear what those concerns are, why they are important, and how this investigation can address those concerns.1.2.c 如果研究是因实践问题而产生的，那么要说明哪些问题是什么，为什么重要，研究为什么能解决这些问题。1.2.d. If the study is motivated by lack of information about a problem or issue, the problem formulation should make clear what information is lacking, why it is important, and how this investigation will address the need for information.1.2.d 如果研究是以因某些问题的信息不足产生的，那么要说明缺少的是什么信息，他们的重要性，以及研究如何解决对这些信息的需求。1.3. Reporting should include a review of the relevant scholarship that bears directly on the topic of the report. It should include a clear statement of the criteria used to identify and select the relevant scholarship in which the study is grounded. A review should make clear how the study contributes to, challenges, and/or extends theory, practice, methodology, research results, knowledge and/or understandings within an arena of inquiry. 报告应有与本报告主题直接相关的文献述评。研究会基于一些相关文献，报告中要包含一份关于鉴别和挑选这些文献的标准的明确表述。一份述评要明确这项研究是如何帮助、质疑、和【或】扩展理论、实践、方法、研究成果、知识和【或】对某个探究领域的理解的。1.4. The rationale for the conceptual, methodological, or theoretical orientation of the study should be described and explained with relevant citations to what others have written about it. 对于研究的概念、方法或理论定位的基本理由需要引用他人相关的内容进行描述和解释。1.5. A rationale should be provided for the problem formulation as it relates to the groups studied (especially with respect to relevant features of the historical, linguistic, social, and cultural backgrounds of the group) where questions about appropriateness of the connections may arise. 当问题表述中牵涉到群体研究，关联的适当性问题会增加（译者注：这里有些不清楚），那么需要提供一个基本依据，特别是关于该群体的历史、语言、社会和文化背景的相关特征。2.Design and Logic 2.设计与逻辑The design and logic of a study flows directly from the problem formulation. It is shaped by the intellectual tradition(s) in which the authors are working and the ways in which they view the phenomenon under study. This in turn influences the identification of questions, the choice of methods of data collection, the approach to analysis and interpretation, and the format of reporting. These decisions constitute the logic of inquiry that researchers report. 研究的设计与逻辑直接源自问题表述。它是由作者研究的思维传统和观察研究现象的方法形成的。它会依次影响问题的确认，数据采集方法的选择，分析与解释的方法以及报告的格式。这些决定组成了研究者报告中探究的逻辑。Many different study designs are used in education research and different designs are appropriate for different problems. Some studies are concerned with drawing causal inferences regarding intended treatments, such as estimating the effects of reducing class size on student achievement. Other studies are concerned with describing particular occurrences and the meanings people give them in a single setting, such as how early literacy is taught and understood in a particular preschool. Some studies describe how a given phenomenon changes over time, such as how the number of women enrolled in doctoral programs in the physical sciences changes across several decades. Other studies examine the subjective experience of a particular group of research participants, such as what it is like, on a daily basis, to be a student in a “last chance” algebra class in a comprehensive high school. Still other studies examine the multiple layers that support or constrain the opportunities afforded to students and teachers, the distribution of resources within a school district, or the symbols and language of reform discourse. These examples illustrate only some of the range of empirical research problems in education research. 许多不同的研究设计被用于教育研究，并且不同的设计适用于不同的问题。一些研究关注揭示某个预设环境下的因果关系，例如评估通过缩小班级规模对学生成绩所产生的影响。而另一些研究则关注在某一种环境下发生的特定事件及其人为赋予的含义的描述。例如在特定的学前学校里，早期的读写教育是如何被教授和理解的。（译者：上面的是对应的两种研究：一种是预设环境，一种是原生态环境下） 一些研究描述一个现象如何随时间而变化，例如数十年间在物理科学博士班女生的入学人数变化。而另一些研究则检测一个特定的被试组的主观经验，比如在综合高中里，“最后机会”的代数班的一个学生每天有什么感受。（译者：上面的是对应的两种研究，一种是记录客观数据，一种是记录主观数据） 还有其他的研究检测支持或迫使向学生、老师提供机会的多种层面，在学区内的资源分布或是改革论著中的语言、符号。这些实例仅仅是教育研究中经验研究问题的一些方面。2.Design and Logic 2.设计与逻辑The design and logic of a study flows directly from the problem formulation. It is shaped by the intellectual tradition(s) in which the authors are working and the ways in which they view the phenomenon under study. This in turn influences the identification of questions, the choice of methods of data collection, the approach to analysis and interpretation, and the format of reporting. These decisions constitute the logic of inquiry that researchers report. 设计与逻辑是一项由问题模式延伸出的研究。作者致力于思想传统的研究和观察研究现象的方法共同塑造了这一命题。它转而影响了问题的定义，数据采集的方法选择，分析与解释的手段，报告的形式。这些决定组成了研究者报告中问题的逻辑。Many different study designs are used in education research and different designs are appropriate for different problems. Some studies are concerned with drawing causal inferences regarding intended treatments, such as estimating the effects of reducing class size on student achievement. Other studies are concerned with describing particular occurrences and the meanings people give them in a single setting, such as how early literacy is taught and understood in a particular preschool. Some studies describe how a given phenomenon changes over time, such as how the number of women enrolled in doctoral programs in the physical sciences changes across several decades. Other studies examine the subjective experience of a particular group of research participants, such as what it is like, on a daily basis, to be a student in a “last chance” algebra class in a comprehensive high school. Still other studies examine the multiple layers that support or constrain the opportunities afforded to students and teachers, the distribution of resources within a school district, or the symbols and language of reform discourse. These examples illustrate only some of the range of empirical research problems in education research. 许多不同的研究设计被用于教育研究并且不同的设计适用于不同的问题。一些研究用来揭示实行某个措施后的成果推论，例如通过评估学生的成绩来减少学生课程所产生的影响。一些研究关系着一些对特殊事件的描述，人们给它一个单独的分类，例如在特教的学前班，是从几岁开始教授读写的。一些研究揭示了一个特定的现象随时间的变化过程，例如在数十年间在物理科学领域中妇女参与到医学项目的人数变化。此外有些研究对一个特定的实验参与者（组）的主观经历行测量，例如在日常基础上，一个综合性高中的学生在上最后的代数课是有什么感受。还有其他的研究对为学生和教师提供或约束的条件、在学校区域内的资源贡献或是改良论著中的语言、符号进行了多层次的剖析。这些实例仅仅是教育领域经验主义研究问题的一些方面。Designs for studies with such differing aims require very different approaches to data collection and analysis, from the construction of large-scale experiments or sample surveys to in-depth interviewing of a small number of subjects or the preparation of detailed transcripts of naturally occurring classroom talk. In some situations and in some forms of research, aspects of designs can be well specified in advance; in other circumstances, these may evolve, and the initial research questions become more elaborate or focused, as researchers become more familiar with the contexts in which they work. Moreover, research designs often take account of constraints; some designs are more feasible or practical in certain research situations than others, independent of their suitability in the abstract. 有着不同目标的研究设计对数据采集和分析的手段是非常不同的，由大规模实验或样本测试的全面研究型到一些非常小的课题或者只是准备记录一些日常课堂对话。在某些情境或者调查形式中，设计的一些方面可以在事先详细说明；在某些情况下，这些只有在过程中才能体现，当研究者开始熟悉他们的课题时，最初的研究问题将会变得更复杂或集中。此外，研究设计也通常考虑到一些限制；在某些研究环境中一些设计会比另外一些更为可行或实用，脱离于他们理想中的实际情况。Whatever the studys central purpose and circumstances might be, description of its design needs to make clear its logic of inquiry, showing how and why the methods and procedures that were used were appropriate for the problem as formulated. It is important as well that significant changes or developments in the design be clearly described, that reasons for changes be provided, and that any substantial implications for interpretation of the results be discussed. 不论这个研究的核心目标和实验条件如何，它对其设计的描述都要澄清对问题的逻辑，能够解释如何/为何对这个模式化的问题来说这样的方法和处理过程是合适的。同樣在設計中对重要的變化和发展的清晰描述、提供变化的原因、讨论任何能影响结果的重要参数也是至关重要的。2.1. Research reporting should follow a clear logic of inquiry that allows readers to trace the path from the initial statement of the problem, issue, or interest; to the review of the relevant scholarship and intellectual orientation of the study; to the research questions initiated and/or developed in the study; to the description of the site, group, and/or participants (demographic information); to the methodology guiding collection and analysis of evidence; to the interpretation and presentation of outcomes and understandings gained from the research process. There should be a coherent presentation of these aspects of the study, and it should be clear how the different parts of the study are related to each other. 2.1研究报告应该遵循一个清晰的探究逻辑使之能引导读者从最最初的问题、事件或令人感兴趣的事情的建立开始，到去简约相关的学术研究和研究的思想方向，再由此去探究由这个研究所开创并/或发展出的问题，对一个场所、群体、或参与者的描述（成员统计信息），直到由某一研究方法指导下来收集和分析现象，直到揭示并展示由研究过程所得到的体会和结果。这必须是一个对研究的各方面逻辑缜密的展示，并且它也必须说明在这个研究中不同的研究分支是如何相关联的。2.2. There should be a specific and unambiguous description of the designthe way the data collection or data identification activities were organized in the