Nancy Cartwright | Academic Influence

Why Is Nancy Cartwright Influential?

According to Wikipedia, Nancy Cartwright, Lady Hampshire, is an American philosopher of science. She is a professor of philosophy at the University of California at San Diego and the University of Durham. Currently, she is the President of the Division for Logic, Methodology and Philosophy of Science and Technology of the International Union of History and Philosophy of Science and Technology.

Nancy Cartwright 's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Papers

Understanding and Misunderstanding Randomized Controlled Trials (831)
Evidence-Based Policy: A Practical Guide to Doing It Better (464)
The limitations of randomized controlled trials in predicting effectiveness. (143)
A philosopher's view of the long road from RCTs to effectiveness (143)
What are randomised controlled trials good for? (143)
What is Wrong with Bayes Nets (98)
A theory of measurement. (98)
Presidential Address: Will This Policy Work for You? Predicting Effectiveness Better: How Philosophy Helps (81)
Knowing What We Are Talking About: Why Evidence Doesn't Always Travel. (62)
Evidence-based policy: what’s to be done about relevance? (62)
Evidence-based policy: Where is our theory of evidence? (42)
Philosophy of social science: a new introduction (42)
A theory of evidence for evidence-based policy. (40)
Cross-discipline evidence principles for sustainability policy (37)
What is this thing called efficacy (30)
Predicting what will happen when we act. What counts for warrant? (24)
Reflections on Randomized Control Trials. (21)
Evidence, external validity and explanatory relevance. (16)
Bridging the Gap Between Research and Practice: Predicting What Will Work Locally (16)
Improving child safety: deliberation, judgement and empirical research (15)
New trends in evolutionary biology: biological, philosophical and social science perspectives (15)
Single case causes : what is evidence and why. (15)
Randomized Controlled Trials: How Can We Know “What Works”? (15)
Mill and menger: ideal elements and stable tendencies (13)
Where We Are and Where We Are Going (12)
RCTs, Evidence, and Predicting Policy Effectiveness (10)
Middle-range theory: Without it what could anyone do? (9)
Designing evaluations to provide evidence to inform action in new settings (9)
Evidence, Argument and Prediction (8)
What evidence should guidelines take note of? (8)
Evidence : for policy and wheresoever rigor is a must. (7)
Meeting our standards for educational justice: Doing our best with the evidence (5)
Where’s the Rigor When You Need It? (5)
Predicting What Will Happen When You Intervene (5)
Making the most of the evidence : evidence-based policy in the classroom. (4)
What is meant by “rigour” in evidence-based educational policy and what’s so good about it? (4)
How theories relate : Takeovers or partnerships ? (4)
Gaps in Evaluation Methods for Addressing Challenging Contexts in Development (4)
Making the most of the evidence in education : a guide for working out what works .... here and now. (3)
Scientific models versus social reality (3)
Does Roush show that evidence should be probable? (2)
What Are RCTs Good For (2)
Street-Level Theories of Change: Adapting the Medical Model of Evidence-Based Practice for Policing (2)
Economics as Science (2)
EBP : where rigor matters. (2)
X—Why Trust Science? Reliability, Particularity and the Tangle of Science (1)
The limitations of randomised controlled trials. (1)
What’s in This Book and Why (0)
Deposited in DRO : 13 April 2016 Version of attached le : Draft Version Peer-review status of attached (0)
Evidence-based policy: so, what's evidence? (0)
Should Evidence be Probable? A Comment on Roush (0)
Reflections on RCTs. (0)
Deliberating policy : where morals and methods mix. (0)
Evidence alone is not enough: policymakers must be able to access relevant evidence if their policy is to work (0)
Rigour versus the need for evidential diversity (0)
What is meant by “rigour” in evidence-based educational policy and what’s so good about it? (0)
Street-level theories of change (0)
The Theory That Backs Up What We Say (0)
Knowledge for Use: Making the Most of Social Science for Better Policies (0)
Wiser Use of Social Science, Wiser Wishes, Wiser Policies (0)
Commentary: Why Mixed Methods Are Necessary for Evaluating Any Policy (0)
Evidence, Argument and Mixed Methods (0)
Modeling climate mitigation and adaptation policies to predict their effectiveness : The limits of randomized controlled trials (0)
Evidence-Ranking Schemes, Advice Guides, and Choosing Effective Policies (0)
Big Systems Versus Stocky Tangles: It Can Matter to the Details (0)
Lullius Lectures 2018 : Mid-level theory : without it what could anyone do? (0)
Creating Guiding Lights and Safe Harbors for Pre-Service Teachers through School District-University Partnerships (0)
Modeling Mitigation and Adaptation Policies to Predict Their Effectiveness: The Limits of Randomized Controlled Trials (0)
Centralization and Discretion (0)
Deliberating policy : where morals and methods mix – and not always for the best. (0)

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