Background information, apparatus, procedures, and typical results are provided for an experiment involving the direct synthesis of a phosphonium salt of the tetrachlorocobaltate(II) ion. A six-volt lantern battery supplies the necessary electric energy for the experiment. (SK)

Asserting that school psychology has matured with increasing confidence and respect for its responsibilities, problems, and potential, the goals and action plans resulting from the proceedings are discussed. These include: professional accountability; political action; public relations, research roles and values in the discipline. (CM)

Given that school psychologists have some control over the field's future, it is necessary to prevent disintegration and to alter both the laws regarding practice and professional interrelationships. Guidelines for a structure for future roles, standards, and training are discussed with suggested cautions toward conference data. (CM)

Investigates the relationship between cognitive synthesis abilities and reading abilities in kindergarten children. (HOD)

Nine types of errors occurring in the process of synthesizing research are described, with examples from a recent synthesis of research on teacher professional growth. Types of errors include excluding relevant literature, wrongly reporting details such as sample size, erroneously attributing findings to studies, and stating unwarranted…

Discusses how teachers in six primary classrooms taught children to synthesize information (regarding reading, social studies, math, science, and social skills). Notes the central role that talk played in both the childrens' learning to synthesize and in the teachers' clarifying what they were researching and how they could best help the children.…

Argues that librarians and information scientists do not need a philosophy. Instead of a single philosophy of library and information science, they need a way to manage the many contradictory ideas in order to be more effective and more helpful to patrons. (AEF)

Two new methods of estimating the mean population correlation (M) and the standard deviation of population correlations (SD) were suggested and tested by Monte Carlo simulations. Results show no consistent advantage to using the Pearson correlation or Fisher's Z in estimating M or SD; estimates from all methods are similar. (SLD)

Explores the nature of meta-analysis by placing it in the context of research synthesis. Methods of meta-analysis are described and compared with other forms of research integration, and findings for several meta-analyses are provided to show advantages of quantitative review methods. (SLD)

Some guidelines are offered for interpreting and evaluating meta-analytic reviews of research. The choice of unit of analysis, the issue of fixed versus random effects, the meaning of heterogeneity, the determination of appropriate contrasts, and the choice of measures of central tendency are discussed. (SLD)

In contrast to the average effect sizes of the approach to metanalysis that can be thought of as literature synthesis, an effect-size surface is proposed as a function of scientifically relevant factors, estimated by extrapolating a response surface of observed effect sizes to a region of ideal studies. (SLD)

Offers a detailed lesson plan for a computer-equipped writing class, featuring the Daedalus Interchange program and a set of goals and activities for teaching synthesis, generalization, and the value of multiple "voices." (SR)

The results of a meta-analysis that found that rewards do not threaten intrinsic motivation have not been well accepted by those who argue rewards produce negative effects under a wide range of conditions. Nevertheless, the results and conclusions of the meta-analysis are held to be valid. (SLD)

At the K-12 level one assumes that mathematically gifted students identified by out-of-level testing are also creative in their work. In professional mathematics, "creative" mathematicians constitute a very small subset within the field. At this level, mathematical giftedness does not necessarily imply mathematical creativity but the…