Notes that single-subject designs, developed in clinical settings, are now being used for diagnosis and instruction in the schools. Discusses their importance to the teacher. (FL)

Discusses the evolution of the author's research program. Illustrates decisions made in choosing a research topic, discusses complexities of research, and personal triumphs and despairs encountered in the process. Discusses particular research projects and specific models and theoretic frameworks. (BH)

The author argues that he properly used the National Longitudinal Survey sample in his analysis which concluded that private schooling is not superior to public schooling with regard to student's academic achievement, a conclusion contrary to that reached by Coleman and Hoffer in their analysis of the same sample. (RM)

Examines the influence of statistical significance on reviewers' recommendations for the acceptance or rejection of a manuscript for publication. Discusses the concept of power and the importance of effect size in the evaluation of research findings. (WAS)

Post-hoc blocking and analysis of covariance (ANCOVA) both employ a concomitant variable to increase statistical power relative to the completely randomized design. It is argued that the advantages attributed to the block design are not always valid and that there are circumstances when the ANCOVA would be preferred to post-hoc blocking.…

Points out the problems in designing and evaluating research on writing courses. (JL)

Schools are social systems, not factories. Trying to develop a model of education accommodating this fact led John Goodlad to undertake a seven-year national study that he believes will give impetus to humanistic approaches to research while generating hypotheses that can be tested using traditionally objective research methods. (Author/PGD)

Discusses the purposes and benefits of data synthesis, explaining the major techniques of extracting information from related studies and using it to explain conflicting outcomes. Stresses the importance of the analyst's attention to detailed features of each study and describes the steps of a systematic approach to synthesis. (SK)

The choice between experimental research or process-oriented oriented research as the only valid paradigm of evaluation research is rejected. It is argued that there is a middle ground. Suggestions are made for mixing the two approaches to suit particular research settings. (Author/GK)

Three difficulties have characterized educational research and development in the United States during much of this century: (1) unrealistic demands on the educational system; (2) inappropriate methodologies; and (3) selection of insignificant topics. (MM)

Offers reactions to critiques of a proposed research model: consensual qualitative research (CQR). Clarifies the meaning of consensus, explicates the representativeness of samples, analyzes the limitations and advantages of self-report data, and explores the nature of truth. Explores theory and verification in CQR and compares CQR to other…

Summarizes the responses of six authors to questions on educational research intervention with students having learning disabilities. Notes agreement among the contributors to the discussion that terminology is an issue and that careful selection and description of subject groups is a critical component of intervention research. Identifies twelve…

Reviews recent complex and somewhat confusing evidence on writing-to-learn. Draws on the field of cognitive psychology to offer a way to reconceptualize how researchers might approach the study of the impact of writing on learning. Considers five methods for assessing structural changes in knowledge due to writing. (MG)

Responds to critique by Dometrius and Sigelman of Becker and Williams' model of ideal or random flow of people from preselection pool of applicants to postselection work force. Shows that critics' two claims are wrong, because they did not use relative measures of female representation in work force, and they base their modification of his model…

Raises concerns about unexamined conceptual assumptions and over-generalizations of research findings in the comparative management area. Suggests two ways of combating these problems: collaboration and accounting for complexities of culture. (SR)