The current text comments on three systematic reviews published in the special section "Issues and Advances in the Systematic Review of Single-Case Research: An Update and Exemplars." The commentary is provided in relation to the need to combine the assessment of the methodological quality of the studies included in systematic reviews,…

In our article (Storm, Tressoldi, & Di Risio, 2010), we claimed that the ganzfeld experimental design has proved to be consistent and reliable. However, Hyman (2010) argues that the overall evidence for psi is, in fact, contradictory and elusive. We present a case for psi research that undermines Hyman's argument. First, we give examples from…

This article explores the applicability of interdisciplinary research on the implementation of technological innovations to the field of e-learning research. Arguing that there are important ways in which e-learning systems can be treated as "technological innovations," this article presents a review of several key theoretical and research design…

R. T. Ogawa and B. Malen's article does not meet its own recommended standards for rigorous testing and presentation of its own conclusions. Use of the exploratory case study to analyze multivocal literatures is not supported, and the claim of grounded theory to analyze multivocal literatures may be stronger. (SLD)

Using examples from government program evaluation studies, six areas where research synthesis is more effective than individual studies are presented. Research synthesis can: (1) help match treatment type with recipient type; (2) explain which treatment features matter; (3) explain conflicting results; (4) determine critical outcomes; (5) assess…

Two papers respond to an article by P. Atkinson, S. Delamont, and M. Hammersley (1988) critiquing papers by E. Jacob (1987, 1988) on qualitative research traditions. The use of T. Kuhn's concept of "paradigm" and the criticism that the British were not included in the Jacob's study are addressed. (TJH)

When the editors of The Voice of Evidence in Reading Research, Ms. McCardle and Ms. Chhabra, decided to edit a book and to invite authors to contribute to it, they wanted it to be a book for teachers. As stated in the first chapter, their motivation was to empower teachers to judge research worthiness for themselves. They feel that it is important…

Speculates about the outcomes of person-environment research and suggests how more successful research might be planned. Focuses on congruence effects and the value of meta-analysis. Suggests careful use of theory; attention to both environmental and personal assessment; identification of potent personal, environmental, and theoretical variables;…

Focuses on alternative paradigms to experimental inquiry useful to instructional systems researchers, including quasi-experimentation, meta-analysis, case study and ethnography, systems-based evaluation, and technique and model development. Each is discussed in terms of how it generally applies in the field and how it has been employed by…

Conclusion about site-specific determinants of educational outcomes of the controversial longitudinal evaluation of the Follow Through programs (1976) are challenged again by reexamining the Direct Instruction model data. Reanalysis confirms earlier critiques and supports more recent research funding on the relationship between types of…

Separate meta-analyses have been completed recently on the effectiveness of computer-based education (CBE) in elementary schools, high schools, colleges, and nontraditional postsecondary institutions. Several conclusions can be drawn from these meta-analyses. First, although CBA has not been uniformly successful in all its guises and at all…

Addresses the implicit assumption that instructional media represent meaningful experimental variables independent of instructional content or strategy. Results of computer-based instruction (CBI) studies (both well-designed and flawed) and meta-analyses are reviewed to support the authors' position that this assumption is invalid, and new…

Noting the fascination of both researchers and the general public with possible gender differences in human cognition and whether these differences originate in biology, childhood influences, or cultural stereotypes, this book summarizes research studies on gender differences in cognition. The book examines social and cultural implications of this…