We argue in this article that there are conditions in which publication of negative results can make a useful contribution. Three small-scale examinations of journal publication criteria for publishing negative results were conducted. We first reviewed 29 journals from education and school/counseling psychology to assess author submission…

To counteract what we see as a growing research-reporting concern, we propose the following editorial-policy change regarding the content of primary research articles in educational research journals: Contributors should restrict their discussion and conclusions to their data and not offer recommendations for educational practice nor speculate…

Proposes modifications to the recent suggestions by B. Thompson (1996) for an American Educational Research Association editorial policy on statistical significance testing. Points out that, although it is useful to include effect sizes, they can be misinterpreted, and argues, as does Thompson, for greater attention to replication in educational…

Journal editors respond to criticisms of reliance on statistical significance in research reporting. Joel R. Levin ("Journal of Educational Psychology") defends its use, whereas William D. Schafer ("Measurement and Evaluation in Counseling and Development") emphasizes the distinction between statistically significant and important. William Asher…