Gives an overview of three of the myths that F. N. Kerlinger (1959, 1960) identified as pervading educational research. Explores the myths of methods, practicality, and statistics, and analyzes the degree to which they have been overcome or still exist. (SLD)

A solution to some problems of maximized contrasts for analysis of variance situations when the cell sizes are unequal is offered. It is demonstrated that a contrast is maximized relative to the analysis used to compute the sum of squares between groups. Interpreting a maximum contrast is discussed. (Author/GK)

This poem, with stanzas in limerick form, refers humorously to the many threats to validity posed by problems in research design, including problems of sample selection, data collection, and data analysis. (SLD)

Explanations are offered for observed discrepant and null findings in the area of predictive information about teacher effectiveness. It is argued that if tautologies are to be avoided, only product variables are appropriate criteria of success. Some recommendations regarding future research are offered. (Author/GSK)

The authors state that multiple regression is a powerful method of statistical analysis, provides a strength of relationship index, and should replace analysis of variance (ANOVA) in educational research. They also discuss the coding of categorical variables and available computer programs for multiple regression. (Author/MH)