Explores the impact of 18 factors on the variations in academic productivity (publication of books and articles) among natural scientists, social scientists, and humanists in academia. Findings indicated that there was no single factor determing productivity levels. (AM)

Argues that researchers and classroom teachers need not be adversaries and uses examples from the area of domain knowledge to demonstrate how teachers can adapt research findings to their reading lessons. (FL)

Describes a study which investigated student attitudes toward firing good teachers for lack of publications, differences in classroom performance between researchers and nonresearchers, awareness of professors' research interests, and whether research plays an important part in students' education. (KC)

Investigators are urged to plan factor analytic studies prior to collecting the data, to formulate a hypothesized factor structure, to develop several relatively pure measures of each factor expected, and to select an appropriate sample of at least 200 cases. Continuous variables should be used rather than dichotomous variables. (Author)

The authors present information sources and retrieval techniques for persons wishing to search recent educational literature. They discuss card catalogs, bibliographies, periodical indexes, abstracting services, computer databases, interlibrary loaning, and institutional resources. In many cases they name and briefly describe specific reference…

The National Research Council has published a comprehensive report on procedures for handling hazardous chemicals and on other aspects of laboratory safety. By early 1981, the Occupational Safety and Health Administration intends to present preliminary proposals for safety in chemical research laboratories. (WB)

The decline in numbers of physician-scientists is seen as having broad implications not only for the quality of clinical research but also for the quality of the clinical education future medical students will receive. Recommendations are based on a survey of research opportunities presently offered by schools. (Author/MLW)

Summarizes criticisms of the community college in a list of six ways in which two-year colleges promote the socio-economic status quo. Reviews the writings of Clark, Jencks and Riesman, Cohen, Astin, Karabel, and Zwerling--all university-based critics. Suggests that two-year college educators analyze and profit from these criticisms. (GB)

Ethnography can encounter such problems as timing and sequence, validity, superficiality and bias toward the typical. More than just participant observation should be used by anthropological researchers. Ethnographers should be active, joining in the responsibility for changing the circumstances of everyday life in schools and school communities.…

Describes three major categories of polarities in research attitudes and practices: (1) attitudes about research and who should conduct it, (2) impressions of what research is, and (3) conceptions about research methods and findings. Calls for moderating the polarizations for a more balanced view and more productive business communication…

The forces and pressures affecting offices of institutional research in today's higher education institutions are examined. It is suggested that the heterogeneity of these institutions will produce institutional research offices that differ in their organizational locations, roles, and responsibilities. (Author/SF)

The role of institutional research is examined as well as the essential qualities and tasks of the research personnel. The need to draw into the field able and analytical persons of integrity with strong backgrounds and experiences in various disciplines is cited. (Author/SF)

A developmental view of program evaluation is offered that suggests that each stage requires a different purpose and method. This perspective is illustrated in a description of evaluation procedures used to assess a child development program for adolescents. (Author/MLF)

A study of community college institutional research showed that institutional researchers are currently more involved in routine data gathering and reporting activities than in management, planning, or evaluation activities. The merging of these roles must be accomplished if institutional research is to be successful.

In addition to reviewing available procedures for interpreting interaction effects in ANOVA designs, this research develops procedures for estimating the magnitude of simple main or interaction effect variance components relative to the total variance accounted for by simple effect profiles. (Editor/RK)