Discusses current Soviet educational research. Included are reviews of training and certification of research personnel, pedagogy and psychology, and problems of educational psychology. (AM)

Reviews historical events leading up to creation of the journal and observations of course journal has followed since that time. Steady growth in proportion of empirical articles and dramatic rise in proportion of process-outcome studies symbolize division's continuing need for unity of thought. (Author/BEF)

Examines some of the assumptions made and stereotypes held about women involved in the discipline of psychology. Cites theory and research findings (many as yet unpublished) that investigate impressionistic beliefs in the psychology of women. (Author/GC)

Yorks et al. present a case study of participant observation in an Action Reflection Learning program, labeling researchers as sophisticated barbarians because they have knowledge to ask questions but their distance from the culture might make some questions "barbaric." Baldwin's reaction describes additional challenges beyond boundary…

An educational researcher describes absurdities and paradoxes encountered in the research process, arising from the nature of natural science, subjectivity, education, the profession, the naturalistic paradigm, and ethnography. (SK)

Reviews some themes and methods within qualitative research and makes the case for self-ethnography as an approach to study universities and other settings with which the researcher is highly familiar. Outlines advantages and disadvantages of this approach. (SLD)

A researcher's life experiences cannot help but influence the research process. Including elements of one's social biography in research reports helps readers identify how a researcher's history and biases shaped the study. (SK)

A survey of 293 Alberta occupational therapists regarding their level of research participation found that 70% did no research. Reasons included limited time and resources, concerns about the usefulness of research, and questions about the need for all to be involved in research. Results were compared to a similar survey of speech pathologists.…

Characterizes the teacher as an interpreter, a critic, a producer and reproducer of education and ideology at the crossroads of social interaction. Emphasizes the fact that scholars cannot understand the specialization of the teacher's knowledge and work without referring to the teacher as an intellectual, and without revealing the vicissitudes of…

Describes the action research approach taken by seven teachers from four rural schools who teamed up to create their own professional development program. Describes the phases of action research which include formulating a question, reflective interviews, data collection, data analysis, and taking action. Briefly discusses the beneficial outcomes…

Provides a composite of the authors' conversations as a basis for raising questions about the standard practice of using pseudonyms for research participants. (SG)

Presents the idea of teachers as researchers in Australia. Summarizes each study presented in Research in Science Education, volume 30. (YDS)

Reflecting on her study of working-class women's life stories, the author shows how several realizations influenced and changed these steps of the research process: collecting stories, developing coding methods, designing a comparative study, considering labels, attending to variations, addressing self-other relationships, and listening to life…

Interviews Professor Chris Leaver from the University of Oxford about his school memories, his research and ideas, the research team he works with, and ideas and tips he shared. (DDR)

Collaborative inquiry is an effective strategy for facilitating experiential learning through the use of peer participation, multiple ways of knowing, and systematic validity processes for meaning making. (Contains 21 references.) (SK)