Argues that framing the issue of standards in terms of quantitative-qualitative debate is misguided. Discusses the possibility that the problem of standards is best framed in terms of the "logics in use" associated with various research methodologies. Presents five standards that can apply to all educational research. (JS)

Describes a qualitative research study (using cultural analysis) to determine the degree to which schools change, based on a local needs assessment study. Although needs assessments did not play a significant role in enabling local school change, a small number of schools indicated some progress. Includes 18 references. (MLH)

Definitions of and approaches to naturalistic evaluation are discussed. The qualitative aspects of the discipline are reviewed; and use of naturalistic evaluation in descriptions, illustrations, explications, hypothesis testing, and assessment of public spending are defined. A new paradigm for naturalistic evaluation is proposed. (TJH)

Describes the methodology and research design of SEE, the study of the Education of Educators. The approach is multimethodological, exploratory, descriptive, and evaluative. The research design permits examination of working assumptions and concentration on the individual site--the college, the education departments, and specific programs within…

An evaluation model was developed for an intervention project with mentally handicapped children and their parents involving speech therapists, a speech pathologist, and a psychologist. The model emphasizes transactional and formative approaches to qualitative evaluation, with the goal of increasing understanding of the processes underlying change…

Describes a naturalistic paradigm and discusses the value of using a naturalistic, or qualitative, approach to study the effectiveness of computer-based instruction (CBI) and to design effective courseware. Topics discussed include data collection; data analysis; and findings of naturalistic studies of CBI effectiveness. (53 references) (LRW)

Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Argues that research in education has become a dead end. Agrees in the main with the article, but finds its view of criticism somewhat limited. Discusses the classroom itself as hypertext. (SR)

Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Argues that a "critical" approach to education should not be justified on an ambiguous relationship to art but that educational criticism is needed because meaningful descriptions are needed of what happens when teaching…

Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Invites the authors to address questions regarding the differences in purpose and commitments between art and science and the definition of educational criticism as a form of qualitative research. (SR)

Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Asks whether such criticism should count as research if it is not accompanied by a full demonstration of its consensual validation, structural corroboration, and by exploration of reasons why the critic gives a particular…

Responds to an article in the same issue of this journal about educational criticism as a form of qualitative inquiry. Argues that research and criticism should be viewed as different forms of inquiry leading to different kinds of understanding. Suggests adding another item, "validation of learning," to the list of criteria for…

Responds to points raised in five articles which responded to an article by these authors (Flinders and Eisner) in the same issue of this journal about educational criticism as a form of qualitative inquiry. (SR)

This paper focuses on the pedagogical beliefs and practices of immersion teachers in a large midwestern city. (JL)

The parameters of full-information item factor models of varying dimensionality and mixed-measurement models of varying numbers of latent classes were estimated in 1,000 responses to a measure of Positive Interpersonal Engagement. The most appropriate representation of the data and deciding between mixed-measurement and dimensional representations…

Very realistic spoof of research and scholarly writing. Reports on quantitative and qualitative research into "self-nurturant" (self-indulgent) behaviors and related personality patterns such as the pollyanna, the sulky hedonist, and the guilt-ridden masochistic indulgent. (SV)