There has been an increasing emphasis in educational policies, practices and professional development on the capacity of educational leadership to exert a causal impact on student cognitive and non-cognitive outcomes. If the strict criteria of counterfactual causality are adhered to no causal inference could be made about the effects of…

Argues that research administrators would function more effectively and enjoy their work more with a better understanding of research. Offers examples of how some basic principles of research design can be readily conveyed to administrators with little or no research training. Discusses ways research administrators might benefit from better…

Maintains that before teachers or administrators become involved in classroom research they should carefully assess the conceptual soundness, feasibility, and ethics of any proposed study. Also considered should be ways to facilitate research and the potential rewards of research involvement. (BB)

This paper is a proposal to the University of Illinois at Urbana-Champaign on ways to evaluate its environment for multicultural living and education. The paper begins by discussing the nature and definition of a multicultural society in higher education and the nation and minority population trends into the next century. The next issue examined…

This paper examines leadership preparation by focusing on existing research and unaddressed questions about what happens inside and outside cohorts, a model for program delivery used in many universities. It seeks to stimulate dialogue on the impact of cohort participation on learning outcomes, professional roles, and practice. The objectives are…

Describes the use of library surveys as a tool for library planning in the United States from the late 19th century to the present. Different eras of library planning in the United States are identified, and the weaknesses and strengths of the survey method are discussed. (CLB)

Outlines the foundations of the qualitative and quantitative approaches to research and discusses the implications of these two completely different approaches in educational research. Points out they are not complementary as they are separate scientific paradigms.(MD)