As a result of the evidence-based decision-making movement, the number of randomized trials evaluating educational programs and curricula has increased dramatically over the past 20 years. Policy makers and practitioners are encouraged to use the results of these trials to inform their decision making in schools and school districts. At the same…

Experience-sampling methods (ESM) enable us to learn about individuals' lives in context by measuring participants' feelings, thoughts, actions, context, and/or activities as they go about their daily lives. By capturing experience, affect, and action "in the moment" and with repeated measures, ESM approaches allow researchers…

In this technical comment, we argue that Morgan et al.'s claim that there is no minority overrepresentation in special education is in error due to (a) sampling considerations, (b) inadequate support from previous and current analyses, and (c) their failure to consider the complexities of special education disproportionality. [For Morgan et al.'s…

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…

Criticizes an article in which S. A. Cohen and J. S. Hyman describe as "suspicious" the high proportion of statistically significant findings reported in published educational research journals and offers alternative explanations for the high statistical power reported. (GC)

Provides data on several questions: Do educational researchers (1) select their samples randomly from accessible populations, (2) define their target populations and describe their samples, and (3) restrict their conclusions according to sampling limitations or in regard to differences between sample and target populations? (4) Is replication a…