Educational researchers are increasingly expected to focus on their research productivity as per their professional performance. Such a trend may have influenced their professional identities and activities, especially in the Global South, where researchers have not been immersed in the new research culture and where their assumed primary role may…

Whether faculty research affects college student learning has long been the subject of debate. Previous studies use subjective measures of student learning; focus on correlation rather than causation; and typically focus on one college, thus lacking generalizability. Using unique, large-scale survey and assessment data that we collected from…

What does it mean to expand the epistemological terrain in education research to improve educational equity? This feature article attends to this question by opening a national conversation with education researchers who take up intersectionality in their study of Black women in higher education, specifically, the application of Kimberlé…

Researcher-practitioner partnerships have gained increasing prominence within education in recent years, yet scholarship on partnerships and tools to guide partnerships' work remain in their infancy. Drawing on our own work in a partnership as well as analysis of abstracts for the 41 partnerships funded by the Institute of Education Sciences and…

Education researchers use surveys widely. Yet, critics question respondents' ability to provide high-quality responses. As schools increasingly use student surveys to drive local policy making, respondents' (lack of) motivation to provide quality responses may threaten the wisdom of using questionnaires for data-based decision making. To better…

This study examines the structuring of university-community research partnerships that facilitate theoretically grounded research while also generating findings that community partners find actionable. We analyze one partnership that positions university-based researchers as members of a team working to create, maintain, and use a longitudinal…

Discusses why educational researchers need to rethink their roles, methods, texts, and contexts to bring about meaningful educational reform. In particular, researchers must rethink their audience and their relationships with that audience. (SLD)

An opinion survey on sex-equity concerns was conducted for a sample of educational researchers (128 males, 138 females). Results indicated strong male-female differences on issues related to professional employment (such as reverse bias and equity in work assignments). However, most of the sample opposed sex-specific references and supported…

Describes a study of reliability among coders of information for meta-analysis (a quantitative procedure for synthesizing data in primary research reports) of research on life satisfaction in American adults. Identifies sources and areas of disagreement among coders and discusses measures that can be used to enhance intercoder consistency.…

Reports rankings and analyses of educational researchers' productivity and citations in both scholarly and textbook literature. Finds that journal productivity rises to a peak at about age 45 and then declines gradually, but that citations rise to a maximum and continuing level at about age 55. (Author/GC)

After the 1984 annual meeting of the American Educational Research Association (AERA), minority group members were surveyed. Results indicated that (1) each minority member contributed to an average of two sessions; and (2) their participation could improve with more informative review of presentation proposals and increased access to travel…

Discusses the declining number of Blacks entering the field of educational research and the lack of support for those Black scholars in academe resulting in racial prejudice, discrimination, and lack of mentoring. Suggests ways that Black faculty could increase their numbers and enhance professional development. (FMW)

Studies comparing the external characteristics of instructional methods have obscured the most important variable which accounts for learning from instruction: macroprocesses, or the frequency and intensity with which students cognitively process instructional input. Further research on macroprocesses may be a meeting point between the psychology…