Discusses three criteria by which to measure the importance of adult education research questions. These criteria are practical application, contribution to understanding, and universality. The author argues that the criteria must not be identified with a particular kind of research or "importance" comparisons between quantitative and…

This paper highlights the relative strengths and weaknesses of the contemporary methods of research synthesis and proposes a multistage approach to research synthesis that draws on the strengths of each of these individual methods. In this approach, the decisions at every step of the synthesis process are guided by the nature of the data. The…

It is only by the considered and judicious use of a range of methodologies that educators, policymakers and the public can make real advances to the system for teaching students to reach their full reading potential. By limiting reading instruction research to experimental and quasiexperimental studies, the National Reading Panel missed critical…

Identifies five methods of phenomenographic research in early work at Gothenburg University (Sweden): discursive; experimental; naturalistic; hermeneutic; and phenomenological. Argues that phenomenography is a productive form of research, even if the degree of methodological reflection applied by phenomenographers to their work is found wanting.…

Von Bergen, Soper, Rosenthal, and Wilkinson examine four alternative training methods (subliminal self-help, meditation, mental imagery/practice, and neurolinguistic programming), concluding that only mental practice is supported by scientific evidence. Watkins takes issue with their dismissal of qualitative evidence. Their rejoinder asserts the…

Defines "something else" as something that attends to the complexity of the questions asked and the diversity of the "audiences" for whom "knowledge" is being produced--the fruits of research efforts. Finds that it is less a matter of continuing to perpetuate the qualitative/quantitative debate than attempting to…

Asserts that the craft knowledge of skilled teachers must be shared to help nursing students become competent, committed qualitative researchers. Strategies to develop a qualitative eye, deal with challenges such as ethical conduct, inform approaches to fieldwork, and extend capacity and confidence to interpret data, play with ideas, analyze…

Emphasizes the importance of integrating qualitative and quantitative research methodologies in science education. Reviews literature in areas relevant to science education to show that researchers are far from advocating qualitative research as the only methodology. Concludes that competition between divergent approaches to research would provide…

Questions efficacy of Department of Education's recent decision to support only studies using quantitative experimental research designs. Describes advantages of qualitative research. (Contains 23 references.) (PKP)

Guidelines are proposed to ensure rigor in case studies. Problem representation should be clear and consistent with the original intent of the research. The reader should be able to determine how the evidence was interpreted, conclusions reached, and judgments made. To increase the believability of the case study, the underlying assumptions must…

It is argued that a clear vision of the role of qualitative methods in educational research is needed. A series of six guidelines to chart that vision is presented, and the notion of research genres within a postmodern framework is used to reconcile the differences between qualitative and quantitative research. (SLD)

Challenges many of the specific ideas and actions discussed in J. Myers's "The Social Contexts of School and Personal Literacy," published in this journal (volume 27, pages 297-333). Argues that the investigator appeared to be the sole source through all analyses, many assumptions were either internally of externally inconsistent, and the effects…

Responds to T. Anderson and C. West's article in the same issue (which criticized the methodological foundations of an earlier article by the current author). Discusses epistemological assumptions of the Anderson and West article. Addresses the nature of meaning and interpretation. Discusses Anderson and West's deterministic assumptions. (RS)

The field of gifted education lags behind other veins of educational research in utilization of the array of available research approaches. The dominance of the positivistic model is evidenced in realizing that all other research approaches (constructivism, critical theory, qualitative approaches) account for less than one-third of total research…

The new concept of research on teaching includes such methods as storytelling, narrative, and autobiography, relies on language and dialog, and affirms the centrality and wisdom of teachers. Teachers are able to express their views in their own language, and their knowledge and expertise are respected. (SK)