The Postdoctoral Fellowship Program in Educational Research at the University of Pittsburgh afforded the opportunity for two selected participants to engage in intensive study which expanded their capabilities in the area of research methodology. In addition, the program provided them with extensive research experience. A plan for individual study…

Twenty instructors from eight junior college districts, meeting at a workshop sponsored by the League for Innovation in the Community College, developed this research paradigm for teachers of English composition in 2-year colleges. A systematic method of inquiry is described first, including (1) the rationale for deliberate inquiry, (2) methods of…

Three critical issues in the design and analysis of evaluation studies suggested at the conference are (1) the univariate versus multivariate dependent variable studies, (2) the choice of a response surface design over the conventional fixed model, and (3) the tendency to interpret every study as if it were being done for the first time. Taking…

The purpose of the 2 1/2 day seminar held in July 1967 was to develop a systematic procedure for evolving long-range research plans in distributive education. The 12 participants included national leaders in distributive education and resource personnel representing educational research and the behavioral sciences. Papers presented in the report…

This paper presents the causal comparative method, or ex post facto research design, as an alternative to classical experimental methods for establishing causal relationships between events and circumstances. A literature survey, conducted in an effort to define and describe the method is discussed. Following this is a presentation of the…

This book is intended to give teacher education students and practicing teachers an introduction to research methods and does so by following the procedures and results of a recent study. Chapter 1 discusses the research problem and the procedures for setting up a research design. Chapter 2 discusses the major stages of field work. Chapter 3…

The need for analysis of covariance is discussed in the context of present day education. . .new approaches to instruction including new methods, curricula, devices and patterns of classroom organization. A problem is then used as an example of a typical experiment and the reader is led step by step through the application, analysis and…

As a plausible explanation of Negro academic underachievement, culture conflict has been ignored by educators and social scientists to a degree not indicated by the wide range of evidence which points to its importance as a contributing factor. Reasons suggested for this theoretical imbalance can be summarized by saying that it has been…

This paper discusses the nature of natural and social sciences in order to point out the need for adapting standard logic more appropriately to a design approach. The IDEALS CONCEPT, an acronym for Ideal Design for Effective and Logical Systems, is presented as a move toward a calculus of design methodology with an emphasis on problem orientation…

Two new directions for strengthening the evaluation and research efforts of school districts are discussed. The first direction is in developing a methodology for clarifying and systematizing formative evaluations; the second is in improving the attitude survey capabilities of school districts. (DB)

This article establishes guidelines for conducting and evaluating research projects according to a scientific methodology. The organizational format suggested here follows an outline with elements and details that should be considered in an investigation. Each part of the proposed outline is explained, and terms are defined. Project evaluation is…

It is a maxim in decision making that individuals who are affected by decisions should partake in making these decisions. The purpose of this paper is to examine practices in decision making in the field of curriculum in light of this maxim. (Author)

Humphreys' comments on double-median splits (TM 504 009) are essentially correct, but are not relevant to the original Kirby and Das article (EJ 182 444). His comments do not weaken our findings. (Author/RD)

This note shows that, under conditions specified by Levin and Subkoviak (TM 503 420), it is not necessary to specify the reliabilities of observed scores when comparing completely randomized designs with randomized block designs. Certain errors in their illustrative example are also discussed. (Author/CTM)

Comments (TM 503 706) on an earlier article (TM 503 420) concerning the comparison of the completely randomized design and the randomized block design are acknowledged and appreciated. In addition, potentially misleading notions arising from these comments are addressed and clarified. (See also TM 503 708). (Author/CTM)