In this commentary, we complement other constructive critiques of educational randomized control trials (RCTs) by calling attention to the commonly ignored role of context in causal mechanisms undergirding educational phenomena. We argue that evidence for the central role of context in causal mechanisms challenges the assumption that RCT findings…

In this commentary, we complement other constructive critiques of educational randomized control trials (RCTs) by calling attention to the commonly ignored role of context in causal mechanisms undergirding educational phenomena. We argue that evidence for the central role of context in causal mechanisms challenges the assumption that RCT findings…

Responds to the comments of LoSchiavo F. M. and Shatz M. A.; Webster G. D., Nichols A. L., and Schember T. O.; Stroebe W. and Nijstad B.; and Haeffel et al. on the author's original article regarding the assertion that American psychology focuses too narrowly on Americans while neglecting the other 95% of the world's population. The author…

D'Eon et al. concluded that change in performance self-assessment means from before to after a workshop can detect workshop success in their and other situations. In this commentary, their recommendation is refuted by showing that (a) self-assessments with balanced over- and underestimations are still biased and should not be used to evaluate…

It is argued that time generalizability exists independent of population and situation generalizability, although the three may interact. Problems associated with sampling and randomization efficacy over time are discussed. (Author/GK)

A conceptualization of generalization and its place in educational research is proposed. Problems with existing approaches to generalization include limited concepts, misleading or simplistic results, perception variance or change, and the discouragement of sensitivity due to convenience. Researchers should distinguish between conclusions which…

Dimensions characteristically descriptive of applied behavior analysis over the past 20 years are explored: applied, behavioral, analytic, conceptual, technological, effective, and capable of appropriately generalized outcomes. Effectiveness in the future must take into account cost-benefit ratios, social validity assessments, and the need for…

There is some confusion in discriminating basic educational research (which explores the why's and how's of learning) from applied research (which seeks to test the implications of basic research results) because some investigations are conceived without a clear purpose. Thus, it is not uncommon for researchers to suggest implications that…

Presents a prototypical case illustrating what positivist research means and argues that even critics of positivist research are logically committed to propositions that can be tested only through positivist research paradigms. The relationship between the nature of a community's research enterprise and its educational provisions must be causal.…

Comments on specific points raised by E. W. Eisner, F. Erickson, and T. S. Popkewitz. Argues that the author's previous article does not support methodological monism. It is an assertion that some version of educational trial (clinical trial metaphor) is required to evaluate the usefulness of educational research. (SLD)