Education Research Editing and Proofreading Services

The intervention worked. Reading scores rose by a meaningful margin and the paper recommends adoption. What it does not say is how long each session ran, who delivered it, what training they had, what the comparison classrooms were doing instead, or which of the four components mattered. A school reading this cannot run it, and a researcher cannot test whether it replicates.

We edit what education researchers write — intervention studies and their implementation descriptions, classroom observation and process evaluation work, assessment and measurement papers, qualitative studies with pupils and teachers, curriculum and policy analyses, systematic reviews and meta-analyses, ethics applications for research with children, and theses, journal articles and funder reports. Our editors work on the description that lets somebody else do it.

The intervention description is the part of an education paper that determines whether it can be used, and its failure is a treatment named rather than specified. An effect size attached to an unspecified practice is a number with nothing behind it. We work through these so the intervention is described in enough operational detail for another school to reproduce it — the sessions, their length, frequency and duration in weeks, the materials, the grouping and the sequence; so the person delivering it is identified with their role and preparation, since teacher, teaching assistant and researcher deliver differently and the difference is often larger than the effect; so implementation fidelity is reported as measured rather than assumed, because the dose actually received in classrooms routinely falls well short of the dose designed; so the comparison condition is described as concretely as the treatment, given that business-as-usual is a real curriculum in a real timetable and the contrast is with that, not with nothing; so the components are separated where the design allows, as a four-part programme with one active ingredient should be reported that way; so the outcome measure is named with whether it was aligned to the intervention's content; and so the conditions the effect depended on are stated. Papers written this way survive replication and get implemented.

Everything you send is treated in confidence, including unpublished trial data, school identities and pupil material. We are editors rather than education researchers or teachers, and we offer no view on pedagogy, effect sizes or policy. What we can do is make the intervention reproducible on the page.