Criticizes the essay by J. Smith on the "balkanization" of educational research, asserting that the assumption that there is no common ground among current views of educational research is not only false but will lead to the very divisions that Smith fears. (SLD)

Makes the case that the article by L. Darling-Hammond and others does not portray the original article accurately and suggests that, as yet, there is not enough information to draw strong conclusions about the impacts of certification on the teacher applicant pool. (SLD)

Responds to Eisner's discussion of the nature of research and the place of qualitative research. Advocates increased emphasis on the true experiment in educational research to provide evidence of the usefulness of educational practices. (SLD)

Explores the nature of educational research, replying to Knapp's comments on the role of qualitative research. Suggests that the "true" experiment is very hard to conduct in educational research and discusses what validity means in the educational research context. (SLD)

Suggests that there is a tendency in social science and program evaluation to adhere to some methodological practices by force of custom rather than because of their reasoned applicability. These ideas include regression artifacts, random measurement error, and change or gain scores. (Author/SLD)

Agrees with L. Mohr that researchers are too quick to assume that measurement error is random, but disagrees that the idea of regression toward the mean has been a distraction and the notion that change scores analysis should be avoided in favor of regression analysis. (SLD)

Responds to C. S. Reichardt's discussion of regression artifacts, random measurement error, and change scores. Emphasizes that attention to regression artifacts in program evaluation is almost bound to be problematic and proposes some arguments in support of this position. (SLD)

Discusses issues related to model evaluation in structural equation modeling. Supports nested model comparisons via sequential chi-square difference tests as consistent with the four-step approach to model evaluation when models of the factor analytic simultaneous equation type are entertained. (Author/SLD)

Poses questions stimulated by Professor Stanfield's essay that evaluators must ask to ensure the equity of evaluations. The questions include examinations of the effects of racism on understanding and action and how program outcomes and evaluative judgments are conditioned by racially shaped assumptions, presumptions, and politics. (SLD)

Discusses the inappropriate racial categorizations of minorities that have routinely infected evaluations and social research. By adhering to principles of democracy and including minorities as participants in dialogue, evaluators can avoid such damaging effects in their work. (Author/SLD)

The Multiple Option Observation System for Experimental Studies (MOOSES) is a flexible data collection and analysis package for applied behavioral research that addresses the needs of researchers interested in live coding of observational data. MOOSES allows the researcher to design a coding system for a particular research question. General types…

Discusses the methodology and content of the evaluation of the Homeless Families Program. Focuses on data collection and the determination of program outcomes. Stresses the importance of stakeholder involvement and the flexibility of the evaluators as the evaluation unfolded. (SLD)

Critiques the ways in which evaluators and professional organizations have come to terms with research on, issues about, and interests that impact people of color. Focuses on ways to create institutional change, including fostering the participation of researchers of color. (SLD)