A period of induction for beginning teachers helps make the transition from student to teacher a smoother process. Current research findings on induction, effectiveness of using research in such programs, and issues worthy of further research are explored. (DF)

Outlines basis of current knowledge of hemispheric function and relates some of first steps in its application to education, including descriptions of tests used to assess cognitive functions of normal and learning disabled children. Warns against making curricular or methodological changes based on our present state of knowledge. (CMG)

Challenges some common arguments used by counselors who resist accountability by citing time and budget constraints. Identifies important research issues and discusses recommendations to help counselors deliver more services and show they are making a positive difference. (JAC)

Argues that the personal commitments of teachers, common sense, and normative requirements can be valid bases for action. Asserts that overreliance on research knowledge is unwarranted: its value lies primarily in the scientific ethos and in processes of inquiry and only secondarily in the facts researchers lay claim to. (Author/KH)

Gives a number of examples of the uses of business games for research into behavioral and organizational issues. The requirements and advantages of using games for research purposes are outlined. (SK)

Responds to Elliot Eisner's claim (Phi Delta Kappan, v. 65, p. 447-52) that educational research often affects educational practice subtly rather than overtly. Also argues, like Eisner, that educational research often is too indebted to social science language and too removed from practical applications. (JW)

Data indicate that, for the most part, school boards don't avail themselves of new knowledge when it comes time to set policies. (Author/IRT)

In the 2002-2003 academic year, a series of roundtable discussions was conducted to explore uses of data from the National Survey of Student Engagement (NSSE) for the improvement of student learning. This paper reports on one roundtable, held in June 2003 in Seattle, Washington. Participants included campus officers responsible for student…

A review of research supported by the Department of Education's Office of Special Education Programs (OSEP) focuses on practical applications of research findings on family involvement in special education. The findings identify how family life can be utilized as a source of children's learning opportunities, concluding with four suggested…

Nonmetropolitan areas have the highest percentage of people with disabilities, including severe disabilities. However, rural people with disabilities may represent a population that is underserved or difficult to reach. Barriers to information dissemination in rural areas include limited transportation and communications infrastructures, greater…

This guide contains suggestions for interpreting educational research results and, indirectly, makes suggestions for research report writers. The purpose of the study and hypotheses should be stated clearly. Several approaches to reporting statistical results are outlined, and some suggestions are made for evaluating the results of…

This paper offers a brief outline of current Canadian research contributing to the understanding of quality in early child care and education, and highlights, as a means of demonstrating elements of high quality, a range of early childhood care and education programs, policies, and practices offered in Canada. Three separate components of Canadian…

Article outlines the roles and responsibilities of educational researchers and educators as well to promote cooperation between the school and the researchers. (GB)

Causal generalizations play a crucial role in educational decision-making: the prospect of discovering the relevant ones motivates much of the support that educational researchers receive and the failure to produce correct and relevant ones motivates much criticism; in this paper my concern is with how we tell when they are correct. (Author/JM)

There is a critical difference between what educational researchers know and what educational practitioners do. Curriculum workers, who are the most important variable in improving the quality of education, must not only use research but must become a part of the R process. (HD)