Evidenced in several now classic reviews of the field, much has been made of theoretical and methodological "difference" with regard to research in the sociology of education. Although such renditions often constitute important intellectual contributions, the authors suggest that it is increasingly important to read across theoretical and…

This article reviews the literature on interventions targeting the academic performance of students with attention-deficit/hyperactivity disorder (ADHD) and does so within the context of the statistical significance testing controversy. Both the arguments for and against null hypothesis statistical significance tests are reviewed. Recent standards…

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a study duration of at least 12 weeks, and equality at pretest. There were 100 qualifying studies, 26 of which used random assignment to treatments. Effect…

The dominant literature on research synthesis methods has positivist and neo-positivist origins. In recent years, the landscape of research synthesis methods has changed rapidly to become inclusive. This article highlights methodologically inclusive advancements in research synthesis methods. Attention is drawn to insights from interpretive,…

Reviews the nature of phenomenographic research and its alleged conceptual underpinnings in the phenomenological tradition. Discusses similarities with grounded theory and considers conceptual and methodological difficulties in phenomenographic research. Contains 162 references. (SLD)

Until recently, international education has existed at the margins of educational research. However, in the current context of globalization, international education has moved closer to the center of educational research throughout the world. In this article, the authors identify, describe, and analyze six distinct research approaches to…

Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning. It includes classical, humanistic education and today's constructivist learner-centered model. The author reviewed about 1,000…

Describes the role of interpretive reviews as more than just a way to evaluate research findings in light of established theories and methods. The interpretive review should help the reader reconfigure new, more inclusive, and more promising perspectives on human views and actions. (SLD)

The process of discriminant analysis is reviewed in four different aspects: focusing on formulations, interpretations, and uses of discrimination, estimation and classification. Other issues, problems, and recent developments in discriminant analysis are also reviewed. (Author/DEP)

A historical perspective on revision in writing and a contemporary definition of revision are presented. A review of research methods for examining revision indicates that the evolving methods mirror the recent reconceptualization of revision by enabling investigation of meaningful revision activities and the revision process. (TJH)

Methods for reviews of research that focus on inferring generalizations about substantive issues from a set of studies directly bearing on those issues are examined. The primary source of data was a content analysis of two samples of such reviews. (Author/RL)

Reviews human capital theory, describing its historical development and its major methodological approaches. Human-capital research has not been limited to education, but usually does include measures of education. It also usually produces results that affect educators and education policy. (SLD)

Illustrates how qualitative research traditions can be used in educational research. Shows that qualitative research presents a diverse approach to research and offers a rich understanding of education. Compares ecological psychology, holistic ethnography, cognitive anthropology, and symbolic interaction. (RB)

A dozen schemes proposing to classify research questions are surveyed, analyzed, and applied to the understanding and practice of inquiry. The extent to which these schemes account for questions found in educational journals is estimated. Principles and issues are identified to stimulate work on the classification of research questions. (Author/BS)