Short-term studies often do not capture the full story of the effect that a researcher is trying to describe. If one wishes to elucidate long-term educational processes and outcomes, the only direct way of doing so is to stretch the duration of research projects and to study the same subjects over time. The limited availability of valid…

Research results should not be taken at face value; some research is not well designed, and readers must be able to assess whether the research carried out actually supports the results or may be explained otherwise. Research reports are usually divided into introduction or literature review, methods, results, and discussion and conclusions. Basic…

Addresses the problem of research formulation for the inexperienced. Provides a model for geographic research, and identifies types of research problems. Discusses problem definition utilizing both the inductive and deductive method; literature searches; the data base; and methodology. Explores the role of theory, the theorizing process, and…

Argues that there are no apparent methodological implications of feminist scholarship. Discusses feminist epistemological critiques of social science. Asserts that a feminist perspective can be incorporated into any research methodological tradition. (CFR)

Responds to Barry Hutchinson's views of Active Tutoring Work. Says Hutchinson's assumption that teachers are not policy makers is in error. Discusses problems in the teacher-researcher, action research model. Challenges the notion that Hutchinson's research impedes communication between teachers and researchers. (NL)

Maintains that undergraduate psychology curricula almost always include one or more required experimental courses. Describes the use of the human subjects review process as a method of stimulating critical thinking. Discusses questions posed by the review process and classroom applications of the approach. (CFR)

This guide is designed to encourage students, faculty, and policymakers to become more self-reflective in their inquiry. Placing the pursuit of ideas at the epicenter of research, K-12 and higher education scholars advance ideas for enhancing educational inquiry, relying extensively on narratives, vignettes, and examples of key episodes in…

Examines the background and implementation of a student research project exploring the decisions of 16-year olds to leave or stay in school. Offers a critique of the methods of student researchers focusing upon five main issues, organization, time, equity, research style, and clashing cultures. (MJP)

Argues that geography education lacks empirical data that might inform and underpin decisions about standards setting, curriculum design, materials development, teaching strategies, and assessment procedures. Identifies four needs: (1) a new attitude toward research; (2) baseline studies; (3) a research agenda; and (4) a research clearinghouse.…

This pamphlet describes the role of teachers in assessing the quality and utility of research. Research is the backbone of educational theory and practice, forming the basis of what is taught and how it is taught. It is important that teachers remember that: not all research is done well; abstracts and newspaper/magazine reports about research do…

Provides an exercise for introducing research methods to undergraduates. The students view a graph revealing that left-handed people are underrepresented in older age groups. Small group discussions attempt to explain this phenomenon. A follow-up class discussion focuses on the different approaches and methods available for interpreting the data.…

Describes an introductory sociology class that used two forms of an in-class survey to conduct experiments regarding response framework: response order and question order. The results of the experiment are presented to the class. This encourages critical thinking and informed skepticism about research methodologies. (MJP)

Reports on a study of innovative city and county government programs in four western states. The study discovered widely divergent assessments of the same programs, dependent upon whether the survey instruments used qualitative or quantitative techniques. Discusses the possible reasons for this and the implications for future research. (MJP)

Reports on a review of 25 content analysis studies of social studies textbooks published between 1982 and 1992. Finds that many of the problems noted in other types of social studies research also are evident in these studies. Provides recommendations for improving the quality of content analysis studies. (CFR)

Considers problems wrought by protracted and potentially disruptive research conducted in school environments. Seeks to reconcile researcher and school interests. Presents a case study research project in which designating a teacher as a research assistant prevented many problems. Stresses maintaining cooperation and the importance of schools…