Case study rhetoric, or the rhetoric of real experience, is concerned with the ways by which case studies appeal to their own intrinsic realness or authenticity. On the surface, case studies are often accepted fully as representing real experience. But the design, arrangement, and emphases of case studies are rhetorically constructed by the writer…

The research base on cooperative learning was examined for its applicability to academically talented students. Common types of cooperative learning are described with highlights of the model characteristics as they apply to academically talented students. The models include: Teams-Games-Tournament (TGT); Student Teams Achievement Divisions…

An issue facing researchers who study very select populations is how to obtain reliability estimates on instruments. When the populations and resulting samples are very small and select, the ability to obtain reliability estimates becomes very difficult. As a result, many researchers ignore reliability concerns and forge ahead with data…

It is argued that careful attention to the role of the researcher's experience in qualitative research is desirable for several reasons. A rationale for such examination is established, and the research and scholarly activity pursued by the author for the last 11 years are described to present a kind of career case study for analysis of the…

Students in grades 3 to 8, who participated in the Follow Through program in Portland, Oregon, were tested for their reading and mathematics achievement during Fall 1979, Spring and Fall 1980, and Spring 1981. The measuring instrument used was the Portland Basic Skills Achievement Levels Testing Program. Test results were reported as RIT (Rasch…

One of the important roles of the community psychologist is that of researcher. To determine how well that role is being fulfilled, and to what extent community psychology research conforms to accepted standards of social scientific endeavor, 621 articles published in the American Journal of Community Psychology (AJCP) and the Journal of Community…

Suggests that educational research may have to settle for the role of information purveyor rather than that of a catalyst for change because education is so much intertwined with the political processes which permeate our national life. (Author/AM)

Responds to a number of recent criticisms of labeling theory made by those who criticize it for its empathy with deviants, and Marxists who criticize it for ignoring oppression and exploitation. Conceptual problems of defining what is deviance and who is a deviant are discussed. (Author/AM)

As guidelines for research assessing institutional effects, three general principles are outlined (establishing realistic expectations, information as opposed to data, institutional research as institutional provocation) and recommendations made: focus on meaningful academic units, relate goals to outcomes, involve faculty, regard measures as…

Attempted to clarify issues raised by Block, Block and Harrington regarding the conceptualization, validity and interpretation of reflection-impulsivity. (Author/SDH)

Responded to the various arguments advanced by Kagan and Messer in their rebuttal to the authors' review and research focusing on the interpretation of the Matching Familiar Figures Test. (Author/SDH)

A brief review of the subject matter of Soviet investigations of upbringing which points out some of the problems encountered by Soviet research on upbrining and suggests potential areas for improvement. (EH)

The concept of "multi-dimensionality" which attempts to explain differences between social classes in Lipset's formulation, has suffered from confusion regarding the level of analysis (individual or social class). In this study of college students, the multi-dimensional concept of political liberalism-conservatism was found to be unwarranted on…

This review of the research on aptitude-treatment interaction (ATI) discusses four methods or assumptions that might explain why ATI research has not generated the anticipated empirical support: (1) the lack of a theoretical base; (2) disagreement over what a given aptitude means and how it should be measured; (3) difficulties in defining…