This paper focuses on the trade-offs that lie at the intersection of methodological requirements for causal effect studies and policies that affect how and to what extent schools engage in such studies. More specifically, current federal funding priorities encourage large-scale randomized studies of interventions in authentic settings. At the same…

This study investigated the conceptual pathways of 19 Grade 11 introductory chemistry students (age 16-17) as they participated in a multirepresentational instruction on the particulate nature of matter (PNM). This study was grounded in contemporary conceptual change theory, in particular, research on students' conceptual pathways that focuses on…

Research reports published in a science education research journal were examined to calculate the probability of rejecting true null hypotheses. Recommendations for improving analyses and research in science education are provided. (PS)

The article, with a follow-up section of opposing views, seeks to clarify the role of the Guttman scaling concept with regard to learning hierarchies. (CP)

A study to demonstrate the use of multiple regression for evaluation of instructional strategies in science. Two groups of students received Audio-Tutorial and conventional instruction. Research design was a treatment by levels with two treatments and three levels of aptitude within each treatment. (PS)

Comments on a journal article that suggests that educational statistics may be compared even in cases where different experimental units are used in the analyses. (MLH)

Examines, in some detail, the process of evaluation and describes methods that have been used in evaluation applied to precollege education. (PEB)

Identifies some errors commonly committed when educational research results are reported. (BR)

The importance of reporting explained variance in ANOVA designs is discussed. Three methods that can be used to obtain estimates of explained variance in ANOVA designs are described and applied to sixteen studies that were reported in recent NARST volumes. Recommends that researchers in science education report explained variance. (Author/DS)

In studies relating teacher effectiveness and student achievement, the establishment of empirical relationships between teacher behavior as an independent variable and student behavior as a dependent variable is essential. Problems concerned with instrumentation, methodology, and statistics of such research are discussed. (BT)

Discusses three weaknesses in reporting research findings by commenting and criticizing research articles published in the eighth volume of Journal of Research in Science Teaching. (CC)

Contains a debate on research design and methodology considerations of the study. (CP)

Discusses quasi-experimental and experimental research methodologies for investigating the relationships among teacher behavior, teacher competencies, student achievement, and student attitude outcomes. (MLH)

Differentiating between time-series design and time-series analysis, examines design considerations and reanalyzes data previously reported by Mayer and Kozlow in this journal. The current analysis supports the analysis performed by Mayer and Kozlow but puts the results on a somewhat firmer statistical footing. (Author/JN)

Discusses three general characteristics and four criticisms of meta-analysis (statistical analysis of the summary findings of many research studies). Illustrates application of meta-analysis on research studies relating to school class size and achievement and inquiry teaching of biology. (JN)