Skidmore and Thompson (this issue of "Educational Researcher") imply that a graph was changed with the intent to promote more experimental research in education. In this response, the author presents evidence that challenges this implication and concludes that the changed graph does not accurately capture the "declining" trend of experimental…

This article responds to arguments by Skidmore and Thompson (this issue of "Educational Researcher") that a graph published more than 10 years ago was erroneously reproduced and "gratuitously damaged" perceptions of the quality of education research. After describing the purpose of the original graph, the author counters assertions that the graph…

Howe's (2009) critique of positivistic tendencies in the education research community is valuable and pertinent. His analysis is nonetheless one-sided, finding fault with one side of current divisions alone. In an effort to retain the good points of his analysis, the author first summarizes Howe's argument, interpreting it as a critique of hasty…

Slavin (2008) has called for changing the criteria used for the inclusion of basic research in national research synthesis clearinghouses. The author of this article examines a number of the assumptions made by Slavin, provides critique with alternatives, and asks what it means to fully implement the medical model in educational settings.…

Every year, teachers, principals, superintendents, and other educators have to make hundreds of decisions of potentially great importance to students. What reading program is most likely to ensure high reading performance? Should "social promotion" be used or should retentions be increased? Should summer school programs be provided to struggling…

Debates the value of experimentation as a tool in educational research. (MK)

Criticizes an earlier essay that questioned the validity of contemporary educational research practices, especially those involving experimentation. Argues that research using experimentation is valid and can lead to new and generalizable knowledge. (FMW)