This rejoinder keeps the original focus on statistical computing pertaining to the correlation of student achievement between mathematics and science from the Trend in Mathematics and Science Study (TIMSS). Albeit the availability of student performance data in TIMSS and the emphasis of the inter-subject connection in the Next Generation Science…

In this commentary, we offer a set of visual tools that can assist education researchers, especially those in the field of mathematics, in developing cohesiveness from a mixed methods perspective, commencing at a study's research questions and literature review, through its data collection and analysis, and finally to its results. This expounds…

In this commentary, we demonstrate how the potential outcomes framework can help understand the key identification assumptions underlying causal mediation analysis. We show that this framework can lead to the development of alternative research design and statistical analysis strategies applicable to the longitudinal data settings considered by…

The author believes that a unified theory might provide ideas helpful for improving research; professional training and practice; and therefore, student achievement. Little attention was paid to how several variables might work together and there is little discussion regarding how they might work together. The author stresses that there are…

Presents fourth editorial in series, this one describing research design and explaining its relationship to statistical design. Research design, validity, and research approaches are examined, quantitative research designs and hypothesis testing are described, and control and statistical designs are discussed. Concludes with section on the art of…

Paul Stapleton's (2006) critique of quantitative research brings to the surface some common interpretive problems arising when experimental and quasi-experimental research designs are compared. While Stapleton may be correct in pointing out the superiority of experimental research designs because they best eliminate the influence of extraneous…

Contends that theoretical and conceptual problems relating to the validation of assessment centers must be resolved before quantitative validation methods may be used. An open design is suggested to facilitate conceptual clarification. (CH)

Provides an introduction to this special issue. Summarizes the process of topic selection, article format, and topic sequence. (GCP)

Quantitative research methods produce factual, reliable, and generalizable data. Qualitative methods generate rich, detailed, valid process data. Ways to integrate them include (1) using qualitative methods to develop quantitative instruments; (2) using qualitative methods to explain quantitative findings; (3) using quantitative methods to…

Intended to evoke discussion in the research community about the research trend of the 21st century, this paper provides a broad, general definition of qualitative research that covers the many terms currently used under this heading, and discusses seven issues that the research community should address in some manner: (1) new or fad; (2) too many…

Analyses of artificial data involving repeated, related binary measures to different samples suggest that Tideman's generalized chi-square statistic and conventional repeated-measures analysis of variance do not produce conflicting outcomes. Provided the appropriate assumptions are met, analysis of variance may provide a more versatile approach.…

Focuses on and discusses the common knowledge concerning research design and the statistical analysis of data. (Author/ASK)

Much of educational administration research suffers from lack of conformity between data analysis and research design, inattention to the test/retest stability of measurement instruments, and the use of statistics for nominal or interval data with ordinal data, random-sample statistics with nonrandom samples, and unnecessarily complex statistical…

When reporting results, researchers must not change predetermined significance levels. Such attempts to make results more significant are statistically inaccurate, illogical, and unethical. American Psychological Association standards for reporting significance should be more explicit. (CP)

Questions efficacy of Department of Education's recent decision to support only studies using quantitative experimental research designs. Describes advantages of qualitative research. (Contains 23 references.) (PKP)