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Table 2 Analysis of Typologies of evidence

From: Strengthening the research agenda of educational integrity in Canada: a review of the research literature and call to action

Typology

Number of studies (%)

Sources listed by author and date

Descriptive / Qualitative

31 (55.4)

Bens (2010); Butakov (2014); Butakov and Barber (2012); Christensen Hughes and McCabe (2006b); Colella-Sandercock (2016); Colella-Sandercock and Alahmadi (2015, 2016); Eaton 2017; Eaton et al. 2017; Edmonds 2006; Evans-Tokaryk (2014); Fredeen (2013); Griffith (2013); Hexham (1992, 2013); Hu (2001); Kara and MacAlister (2010); Kelleher (2016); Lytton (1996); MacLeod (2014); Neufeld and Dianda (2007); Oliphant (2002); Paterson et al. (2003); Strawczynski (2004); Taylor et al. (2004); Usick (2005); Wideman (2008, 2009, 2010, 2011); Zivcakova, Wood, Baetz and De Pasquale et al. (2012a)

Analytical / Quantitative

25 (44.6%)

Austin, Simpson, and Reynen (2005); Austin, Collins, Remillard, Kelcher, and Chuia (2006); Baetz et al. (2011); Bokosmaty et al. (2017); Butakov, Dyagilev, & Tskhay, 2012 (2012); Butakov and Shcherbinin (2009); Butakov, Murzintsev, Tskhai (2016); Butakov, Shcherbinin, Diagilev, & Tskhay (2013); Christensen Hughes and McCabe (2006a); Colella (2012); Colella-Sandercock and Alahmadi (2015, 2016); Das and Henderson 2015; Eaton (2017); Edmonds 2006; Evans-Tokaryk (2014); Genereux and McLeod 1995; Griffith 2013; Hage 2010; Jurdi et al. (2011, 2012); Kier (2013, 2014a, 2015); Miron (2016); Thyret-Kidd (2012); Woods 1998; Woods and Negrin 2016; Zivcakova, Wood, Forsyth, Dhillon, Ball, Corolis, Petkovski (2012b); Zivcakova et al. (2014);

Total

56 (100)