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revedres-organizing-framework

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Use when turning a screened, coded corpus into an analytic spine that advances theory or policy for a Review of Educational Research (RER) manuscript. Builds the conceptual contribution beyond a tally; it does not run the search (revedres-literature-synthesis) or appraise robustness/risk-of-bias (revedres-comprehensiveness-and-balance).

Review-of-Educational-Research-Skills/skills/revedres-organizing-framework/SKILL.md

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Nov 9, 2026

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Sep 27, 2026
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# Organizing Framework (revedres-organizing-framework)

## When to trigger

- The corpus is complete and coded, but the draft reads as study-after-study
- You can describe what each study found but not what the field, taken together, means
- A reviewer is likely to say "this is a competent summary, but what is the contribution?"
- You need section architecture and cannot decide how to carve the literature

## The RER contribution is the framework, not the tally

The cardinal RER failure mode is the **annotated bibliography**: a competent, even exhaustive, study-by-study summary with no argument about the field. RER wants a **comprehensive, critical, integrative** review — *integrative* means the studies are reorganized under a frame that the reader could not have built from the abstracts alone, and that **advances theory or policy**. A meta-analysis is not exempt: a pooled number with no conceptual account of *why* effects vary is a calculation, not a synthesis.

A good framework is the lens through which scattered findings become a coherent claim. Candidate spines:
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