Discussed are the difficulties of implementing research findings in elementary schools; i.e. effecting a change at the level of interaction between teacher and pupil. An inherent difficulty is communicating research findings to the people in the local school systems who must act on them. The author states that even if this is remedied the…

As a paper presented at the 1972 Convention of the National Association for Research in Science Teaching, discussions are included concerning research activities and misperceptions about scientific endeavors in the science education community. The purpose is to suggest some acts necessary for science teachers and educators to implement science…

Article provided the historical background for reviews of research in science education and discussed the three most recently published NARST-ERIC reviews of research for the years 1971, 1972, and 1973. (Author/RK)

Concludes that the concerned black scholar should not shy away from empirical research on the psychological affairs of Afro-Americans because of its attendant vulnerability to presuppositions and biases. Instead he should use a presuppositional infrastructure that is heuristically viable and ethnographically sensitive. (Author/AM)

Suggests that where institutions such as universities agree with gatekeepers that proposed sensitive and critical research would be inappropriate researchers must create autonomous positions from which to conduct their research. (Author/AM)

Introductory comments to a special issue of the journal survey the papers selected for publication and challenge the research community to respond to criticisms of research on higher education. (Author/LB)

Examines the state of educational policy analysis, discussing the field's history, conceptual approaches to policy, areas of policy that have been studied, and methodological issues. Concludes with speculation on the future of policy research. (MCG)

Reviews research concerning sustained silent reading and lists factors that are important in determining whether such a reading program is successful. (FL)

The questions "What is the data?" and "How may we interpret it?" serve as the center for a discussion of what types of research are appropriate for education. (JP)

Discusses 3 alternatives for university-based research. (PG)

Explores the methodology and objectives of the National Assessment of Education project and draws implications from their findings in relation to writing skills. (RB)

The author argues that much of the evidence utilized by sociologists is of questionable validity; that the relationships between major independent and dependent variables are generally quite weak; and that even if valid measures and strong relationships existed, the problems of interpretation are extremely formidable. (Author/MB)

The author considers reasons for the time delay between research findings and classroom application, examines research on teaching math and spelling to the learning disabled (LD) student, and reviews the status of the controversy over process or modality training for LD students. (CL)

This essay on EC 606 264, which found that more intense early intervention programs for children with disabilities were not more effective, comments on the "political incorrectness" of the results, the possibility for misinterpretation of the results, and the need to reexamine beliefs about what contributes to effective intervention programs. (JDD)