The choice between experimental research or process-oriented oriented research as the only valid paradigm of evaluation research is rejected. It is argued that there is a middle ground. Suggestions are made for mixing the two approaches to suit particular research settings. (Author/GK)

Summarizes the responses of six authors to questions on educational research intervention with students having learning disabilities. Notes agreement among the contributors to the discussion that terminology is an issue and that careful selection and description of subject groups is a critical component of intervention research. Identifies twelve…

Advocates focus group research, in which a homogeneous group led by a trained moderator discusses a carefully selected research question, as a qualitative tool well suited for community colleges. Offers case studies and the following guidelines: establish collegewide administrative procedures, carefully select/train on-campus moderators, and…

Responds to Donald Dean Morley's reply (same issue). Discusses his claims about the use of multiple-message designs, the analysis of multiple-message designs, and generalization on logical grounds. (MS)

The effectiveness of knee braces in preventing knee injuries in football is inconclusive. This article reviews research from epidemiologic, cadaver, and surrogate studies; discusses reasons for conflicting study results, including research design problems; and describes alternative approaches that have been suggested. (IAH)

Raises concerns about unexamined conceptual assumptions and over-generalizations of research findings in the comparative management area. Suggests two ways of combating these problems: collaboration and accounting for complexities of culture. (SR)

Discusses common beliefs and flaws in classroom research. Distinguishes among three kinds of empirical educational investigations. Suggests research designs which are considered to be sensible, selective, sound, sensitive, and simple. Describes designs using multiple classrooms for instructional-intervention experiments. (KS)

Argues that a definition of interactional argument based primarily on disagreement should be rejected in favor of a more traditional definition based on reason giving. Argues that views of ordinary arguers need not be given priority over those of experts. (SR)

Rejects Robert Rowland and J. Kevin Barge's conclusion (in an article in the same issue) that defining argument as reason giving is superior to defining argument as disagreement. Maintains that defining argument as disagreement is appropriate for an interpretive argumentation theorist, and that argumentation is a complex topic with room for more…

Addresses Pamela Benoit's response to an article in the same issue by the authors, restating key arguments of why a research focus on reason giving is superior to a research focus on disagreement. (SR)

A survey of studies in the "Journal of Speech and Hearing Disorders" and the "Journal of Speech and Hearing Research" found that only 12 direct replications and 15 systematic replications appeared in a total of 271 studies. Based on the probabilities of false findings in this literature, replication is recommended to verify…

Notes inconsistencies in drug abuse prevention research findings related to such issues as study design and methodology. Presents consensus recommendations made by drug abuse prevention researchers and practitioners who met at National Institute on Drug Abuse in 1989. Includes specific recommendations directed to modifying prevention approaches;…

Examines characteristics of educational knowledge produced by educational researchers and considers how this impacts on educational research. Reviews the negative and positive consequences of this structurally egalitarian and substantively divergent knowledge production in education schools. (MMU)

Considers the doubts the author has had about the design of an award winning study, focusing especially on a researcher's obligation to help the teachers with whom the researcher is working, even at the risk of jeopardizing a study's design. Traces the way that her engagement with that question has led to her current professional commitments. (SC)