Group research in special education is defined and its scope explained to encompass questions of description, difference, and relationship. Advantages of the group orientation over the single subject design are noted. Validity issues are examined. (CL)

Examines the way in which operational definitions contribute to scientific thought and discusses their use and expected results in research. (MH)

Research was conducted to provide educational researchers with a choice of pairwise multiple comparison procedures (P-MCPs) to use with single group repeated measures designs. The following were studied through two Monte Carlo (MC) simulations: (1) The T procedure of J. W. Tukey (1953); (2) a modification of Tukey's T (G. Keppel, 1973); (3) the…

A popular design in large-scale educational assessments is the balanced incomplete block design. The design assumes that the item pool is split into a set of blocks of items that are assigned to assessment booklets. This paper shows how the technique of 0-1 linear programming can be used to calculate a balanced incomplete block design. Several…

The purpose of this paper is to show how a Bayesian analysis can be conducted quite simply in the completely random design (including factorial arrangements) by dealing with planned orthogonal comparisons of the treatment means. (Author)

Discussed SELL, a student rating form designed to provide a tool for the uniform and objective recording of student's behavior. (Author/RK)

The strategy for locating subjects in longitudinal studies presented here was developed from a series of community, metropolitan, and national panel studies. (PS)

When unsubstantiated findings are used as a basis for national policy, the results can be disastrous"; the recent work by Moynihan and Mosteller, ostensibly proving" the Coleman report, actually points up its errors. (Editor/SP)

This is the conclusion of a two-part paper begun in volume 23, number 3 (SE 506 353) of the Australian Mathematics Teacher. (JM)

Nedler and Sebera's article appeared in Child Development, vol 42, 1971, p 259-267. A further comment appears in PS 502 100. (MB)

The research design commonly used by educational researchers is not inappropriate for evaluative research. But narrow or rigid adherence to traditional experimental design can lead to inadequate curricular evaluation. (Author)

A unified treatment of the before-after and after-pnly designs and their combinations is given. The paper tries to bring out clearly the type of information each design is capable of providing and under what conditions (assumptions) the results from each experiment can be given useful interpretations." (Author)

This paper examines some of the research designs which have attempted to correlate student choice with different behavioral measures. (AK)