There are difficulties in expressing effect sizes on a common metric when some studies use transformed scales to express group differences, or use factorial designs or covariance adjustments to obtain a reduced error term. A common metric on which effect sizes may be standardized is described. (Author/RL)

Among the areas identified for further research in basic business and economic education are course content, effective teaching, strategy/media/content mix, student achievement, and materials and methods. (LRA)

Suggests guidelines for conducting research concerned with testing English instructional strategies and materials. (RL)

Investigated family behavior when a child is epileptic by comparing families with an epileptic child to control families without one. (Author/DB)

Notes how current writing research models remain of limited usefulness to the study of writing development because they do not explain important conditions such as coherence, nor do they define the systematic relationships in writing contexts. (RL)

In this paper, three kinds of research methodology (historical, case study and experimental/quantitative) are compared with regard to the degree to which each is able to affect policymaking. (Author/EB)

Describes three major categories of polarities in research attitudes and practices: (1) attitudes about research and who should conduct it, (2) impressions of what research is, and (3) conceptions about research methods and findings. Calls for moderating the polarizations for a more balanced view and more productive business communication…

Examines the research participation system in college and university psychology departments. Students in an elementary psychology course were surveyed regarding their opinion of the educational value of participating in a psychology experiment. Nearly all subjects reported positive feelings about their participation. (DB)

Asserting that the development of educational theory requires scientific study based on comparative data, the author analyzes the objections to data comparison between societies and finds this to be a nonissue. This is the Presidential Address, delivered to the Comparative and International Education Society, Mexico City, March 1978. (SJL)

Identifies 31 research topics concerning the future that geographers can explore. Suggests how various research topics will benefit society as well as geographic education. Topics include malnutrition as a cause of social instability, cultural exclusion of the aged, global firewood shortage, and vulnerability of water supplies. (Author/DB)

Suggests that curriculum workers take time to write accounts of their experiences in developing curriculum and maintains that the literature on curriculum development should contain more accounts and analyses by curriculum workers. (Author/DB)

The following issues in the development of androgyny research are discussed: (1) methods for sex role inventory scoring; (2) adjustment differences between sex typed and androgynous individuals; (3) new methodologies and content areas for future research; and (4) historical and cultural implications of this research area. (Author/GC)

Presents a speculative model for predicting differential rates of therapeutic change. From a review of 52 comparative psychotherapy studies, certain hypothesized relationships between the characteristics constituting the model and a variety of psychological treatment procedures were assessed. Use of the model for generating and guiding research is…

In reviewing and critiquing the research on educational administration in the United States and Canada, the author examines the theoretical foundations of the "new movement" in educational administration and asks where this research has brought us. (Author/IRT)

Compares various research techniques used by anthropologists and historians to explain the past and to provide insights into other cultures. Employs examples from various historical periods and cultural studies (particularly the enlightenment) to show that uniform, unmediated objectivity across cultures is neither necessary nor desirable. (DB)