Like many senior teacher-educators and educational researchers, John Furlong has faced in several directions throughout his career, sometimes simultaneously. He has clearly not lost his enthusiasm for what happens in the classroom: he strongly appreciates those magical moments which can happen at any time, and which keep teachers going. He loves…

In a symposium at the 2012 National Association of Diversity Officers in Higher Education annual conference, Claremont Graduate University Professor Daryl G. Smith, a pioneer in the study of diversity in postsecondary educational contexts, critiqued the disproportionate framing of diversity-related research around past, present, and future U.S.…

This commentary reflects on the contributions to learning analytics and theory by a paper that describes how multiple theoretical frameworks were woven together to inform the creation of a new, automated discourse analysis tool. The commentary highlights the contributions of the original paper, provides some alternative approaches, and touches on…

This essay aims to provide a critical overview of the main themes to emerge from the Higher Education Close Up 5 conference held at Lancaster University in July 2010. The conference explored the relationship between theory and method in higher education (HE) research. This essay focuses upon four themes that developed from the proceedings. I begin…

A fictional conversation between Saint Peter and an educational researcher debates the question of whether educational research too often yields results that are patently true or trivially true or useless to practitioners, and, if so, what might be done about that state of affairs. (Author/CJ)

Dale's impact on the author's personal and professional development during their 40-year association is described. His teaching style, approach to scholarship, and emphasis on writing are discussed; as well as his contributions to educational research, which include the Dale-Chall Readability Formula. (IAH)

Notes that the messages that the author took away from speeches at the 2000 meeting of the Association for Business Communication was one of inclusion and tolerance, a message that is both inspiring and encouraging to scholars and teachers in the business communication profession who desire to take pedagogical and methodological risks and to…

The most debilitating factor that minority researchers must overcome in order to become active participants in the educational research community is the negative attitude of White researchers toward their minority colleagues. (Author/GC)

This commentary was designed to accompany a series of articles in "Educational Researcher," vol. 35, no. 1, a theme issue entitled "Moving Beyond "Gratz" and "Grutter"--The Next Generation of Research." The author discusses the role of education research in civil rights litigation, drawing on historical…

Collaborative research maximizes the use of both physical and human resources in education. Benefits to the cooperating institutions (public schools and universities) are improvements in facilities, costs, programs, delivery services, climate, and training. Collaborative research eliminates the separation between the generation of knowledge and…

This article illustrates the contradictions between the collaborative paradigm and the real world by analyzing a recent experience in a collaborative curriculum inquiry. (MT)

Makes several biographical statements about Raymond E. Schultz, Professor of Community College Education (University of Arizona) prior to his death in l980. Introduces this special journal issue dedicated to Dr. Schultz, which focuses on his contributions to the field of community college education through articles by his former students. (CAM)

Discusses the status of researchers and the prospects for research in art education. Examines ways in which the editors of scholarly publications have attempted to shape research. Speculates on the extent to which all art educators carry within themselves the "seeds" of research activity and editorship. (GEA)

A professor/educational researcher describes the organizing principle that has centered his work as a practitioner and researcher, discussing how stability and change interact over time in education, looking at the linkage between dilemmas and change, and noting the significance of such research for the improvement of teaching and schooling. (SM)