Although "trauma-informed education" has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of "trauma-informed" approaches when education itself is trauma-producing for many students? This article (1) explores…

The advent of online platforms such as Amazon's Mechanical Turk (MTurk) has expanded considerably researchers' options for collecting research data. Many researchers, however, express understandable skepticism of the viability of using platforms such as MTurk. In this article, we provide a background on the use of MTurk as a mechanism for…

Despite increased attention to methodological rigor in education research, the field has focused heavily on experimental design and not on the merit of replicating important results. The present study analyzed the complete publication history of the current top 100 education journals ranked by 5-year impact factor and found that only 0.13% of…

A strong base of research is needed to guide investments in teacher professional development (PD). This article considers the status of research on PD and articulates a particular direction for future work. Little is known about whether PD can have a positive impact on achievement when a program is delivered across a range of typical settings and…

Projects three possible outcomes to the criticisms of objective, quantitative educational research by antinaturalists, interpretivists, and critical theorists during the 1980s, referred to as the "Paradigm Wars." Argues for a pragmatic rapprochment of the paradigms based on the moral obligations of educational research. (FMW)

Proposes a sex equity research agenda for each of the divisions of the American Educational Research Association. Identifies epistemological equality, concepts and definitions of sex equity, and methodology as fundamental concerns. Suggests activities intended to advance a dialogue that will assist in defining the research area of sex equity. (KH)

Suggests that it is inconceivable that more schooling, other relevant variables being constant, will not produce more learning. The critical question for policy is: How large is the effect? (Author/AM)

Argues for stronger research on aspects of learning and teaching as influenced by the use of the World Wide Web and describes salient Web characteristics regarding this issue. It also discusses student learning and communication and qualitative research in Web-based learning as topics that can support a number of meaningful research questions…

This paper is a summary and critique of proposals submitted to Division C, Section Two, "Teacher Behavior and Education" for consideration for the American Educational Research Association 1974 Annual Meeting; proposals are grouped into nine topics. (Author/JM)

This reply to an article on educational research by Chester E. Finn agrees that the U.S. Department of Education does not give enough support to research, but disagrees with Finn's analysis. What is needed is a strong infrastructure for educational research. This in turn will inspire educators to identify and examine the important questions. (VM)

Attempts to demonstrate that the ethnographic hypothesis is both culturally relevant and empirically grounded. It is noted that any hypothesis which lacks these attributes is inappropriate for cross cultural research. (Author/AM)

Asserts that teacher research can provide a missing dimension to the knowledge base for teaching. Discusses critical issues of institutionalization and methodological rigor that make it difficult for teachers to conduct research studies and for the university community to acknowledge the value of teacher research. (FMW)

Discusses the functions of educational research. Examines differences between decision-oriented research and conclusion-oriented research. Urges researchers to improve the quality of their writing. (FMW)

Argues that although it is often thought and said that what we most need in education is wisdom and broad understanding of the issues that confront us, what we really need are deeply structured theories in education that drastically reduce, if not eliminate, the need for wisdom. (Author/JM)

Questions that beginning educational researchers and evaluators will have to answer are discussed concerning: (1) which intellectual tradition to select; (2) the roles of basic and theoretical inquiry; (3) qualitative and quantitative distinctions; (4) the theory-practice relationship; (5) political influences; and (6) the correct emphasis on…