An evaluation of a technique for minimizing subject-observer interaction is presented. The data show that nine children with school-adjustment problems looked less frequently at observers wearing sunglasses than at observers without sunglasses. (Authors)

Illustrates the basic concepts of the loglinear approach to research analysis. Explains what type of research questions are answerable and what type of data will lend itself to a loglinear analysis approach. Three educational research examples illustrate this concept. (TLJ)

The author responds to criticism of his research made in the previous article. Concludes that his critic misread his research findings. (FL)

Argues that in order for there to be a theory there must be something to be explained. Questions the development of theories in education in general and in science education in particular. Suggests phrasing research questions straightforwardly, as questions, and not as theories to be tested. (Author/SK)

Extends research on the ethical paradox that a college-level teacher-researcher faces in conducting research on his or her own classes. Suggests that what starts out as an ethical problem may actually turn into a methodological conflict in which the classroom situation may be so distorted that accurate measures of many of the variables cannot be…

Reviews the early career of Margaret Mead (1928-1942) and study methods she used in Samoa, New Guinea, and Bali. Particular attention is paid to her examinations of sex roles and her own experiences as a female scientist. (Part of a theme issue on anthropological methods in educational research.) (SJL)

Profiles 75 young leaders in education--men and women who exemplify the Phi Delta Kappa ideals of research, service, and leadership in their professional lives. (Author/IRT)

Third in a series of professional memoirs by leaders in higher education, Earl J. McGrath, Director of Liberal Studies at the University of Arizona, recounts personal influences on his professional development. Of special importance were his experiences as Commissioner of Education, as a researcher and writer, and in the founding of Eisenhower…

The lineage of developmental psychology has involved three waves of research in the 1890s (Hall), 1930s, and 1960s (Piaget). Over these years, a cooperative knowledge-building process arose, fostered by new journals in the 1930s, in which articles built upon one another and sustained or redirected trains of thought among a community of…

Maintains that this highly readable book provides practical opportunities for teachers to participate fully in research. Topics in the book include autobiographical writing, developing a research framework, working with students as coresearchers, and research as professional development. Notes that the book's serious omissions include the lack of…

Argues that seeing reciprocity as a context-based process of definition and re-definition of the relationship between participants and researchers helps them understand how research projects can benefit participants in ways that they desire. Considers the ethical dimensions of reciprocal research relationships. Uses the authors' own research…

Addresses the issue of intention in action research, suggesting that researchers ask who will be the first-level beneficiaries and what will be the first level of change. Discusses ethical questions regarding consent and justification of research steps. (SK)

Ethical conflicts may arise when health care professionals control researchers' access to vulnerable populations. Collaboration and dialogue among researchers, health care providers, and potential subjects are essential in order to recruit enough subjects to maintain research integrity while ensuring their protection. (Contains 41 references.) (SK)

Suggests that professional researchers need to act as change agents to convince government officials of the usefulness of performance measurement. Offers guidelines for professional researchers who want to increase the use of performance by governments at all levels. (Contains 53 references.) (JOW)

Examines how a disciplinary shift was brought about in an individual. The impetus for the shift was social and organizational, the process was undergone in a bureaucratic context, and the outcome was a scientific identity of a transdisciplinary nature, in which competencies in the social and life sciences were interwoven in daily practices. (EV)