Much of educational administration research suffers from lack of conformity between data analysis and research design, inattention to the test/retest stability of measurement instruments, and the use of statistics for nominal or interval data with ordinal data, random-sample statistics with nonrandom samples, and unnecessarily complex statistical…

Assesses the statistical validity of the conclusions found in the report "Public and Private Schools" by Coleman, Hoffer and Kilgore. The authors found the research methods utilized full of flaws and the presentation of the analyses confusing, incomplete, and biased. The report's conclusions are not warranted by the evidence. (AM)

When reporting results, researchers must not change predetermined significance levels. Such attempts to make results more significant are statistically inaccurate, illogical, and unethical. American Psychological Association standards for reporting significance should be more explicit. (CP)

Examines a series of measures often used to study inequality of personal income and applies the more theoretically acceptable measures to per pupil expenditure data for Ontario school boards during the period 1965 to 1976. (Author/IRT)

Discusses limitations of using behavioral genetic methods for understanding the environmental effects of poverty. Multiple methods provide strong evidence that poverty and related experiences influence children's development through environmental processes that go beyond genetically transmitted attributes. Socioeconomic status is a function of…

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…

Describes a method for evaluating faculty workload (measured by time spent in teaching, research, and service) by using process control charts with supplementary run rules that can identify potential overload or underload. (SK)

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)

Discusses several pitfalls in applying statistics to psychology and other sociobiomedical sciences. Concludes that the informed judgment of the investigator is the crucial element in the interpretation of data. (EVL)

The essay discusses Nathaniel Gage's research on teaching and looks at Gage and Needels' (1989) response to critics of process-product research on teaching. A review of three related issues examines the inability of process-product research to deal with intentionality, the atheoretical posture of process-product research, and normative issues. (SM)

Two pitfalls are identified in the use of arithmetic averages for performance measurement in higher education. First, asymmetric average targeting rules involve a fallacy of composition; and, second, comparisons with adjusted averages involve a serious methodological error. (DB)

Proposes a three-course sequence of research courses for master's degree programs in journalism, to better prepare journalism graduate students to understand quantitative research. (SR)

An instrumental/technocratic approach to evaluation of social development relies on primarily quantitative methods. An interpretive approach resists claims to legitimacy and authority of "experts" and questions existing interpretations. The latter approach is characterized by cultural relativism and subjectivity. (SK)

Disputes Moon, Dillon, and Sprenkle's (1990) claims regarding advantages of qualitative methods and limitations of quantitative approaches for family therapy research. Supports role of qualitative research in theory development and concurs that exclusive allegiance to standard methods may limit attention to important family therapy processes; but…