Presents brief descriptions of research methodologies by social studies educators. Offers examples of the potential research questions each method may suitably address. Concludes by listing several ways to improve the quality of research conducted by each method. (Author/GEA)

Clarifies certain self-related constructs as they are used in theoretical and empirical research relating to affective education. Specifically examines "self,""self-awareness,""self-acceptance,""self-perception,""self-concept,""self-insight,""self-understanding," and "self-actualization" with respect to their utility as educational objectives and…

Examines why social science/social studies educational research does not generate theories. The author concludes that the subject matter of this kind of research--human beings in their sociocultural milieu--makes it difficult to make objective observations from which theoretical principles can be derived. (AM)

Reviews the practical results of research published in 25 years of "Theory and Research in Social Education." Argues that it has had little impact on learning and teaching the social studies. Points to weaknesses in efforts to validate many ideas in social-studies research and suggests means to redress them. (DSK)

Offers an "outsider's perspective" on social education by someone who worked in other subfields of education before entering social studies. Discusses problems in social education, for example, the paucity of research in the field and the lack of perceived importance of social education. (DSK)

Sex role research shows that (1) some achievement differences are related to students' sex role perceptions and teacher expectations, (2) effects on students of textbook bias against females have not been clearly demonstrated, and (3) instruction designed to reduce sex role stereotyping has had mixed results. (Author/AV)

Educators have expressed growing dissatisfaction with common practice in educational research. Discussed is whether or not research studies should be rationalized, empirical-analytic, interpretive, or subjective. In order to be useful, all research need not be rationalized and need not attempt to verify scientific theory. (CS)