The fundamental problems that ipsative measures impose for factor analysis are shown analytically. Normative and ipsative correlation matrices are used to show that the factor pattern induced by ipsativity will overwhelm any factor structure seen with normative factor analysis, making factor analysis not interpretable. (SLD)

Discusses a serious problem that has existed for years in language research with regard to the use of the inferential statistic known as the t test. (12 references) (JL)

Responds to counterpoints to original paper (Moon, Dillon, and Sprenkle, 1990). Describes continuum of social science inquiry paradigms as framework for exploring assumptions underlying respective positions. Addresses key issues raised by respondents and encourages balance in research efforts and continuing dialogue. Restates basic thesis that…

Statistical reform in school psychology research is discussed in terms of research designs, measurement issues, statistical modeling and analysis procedures, interpretation and reporting of statistical results, and finally statistics education.

This paper illustrates the relevance and utility of non-parametric statistical tests, such as the Kolmogorov-Smirnov two sample test, for analysis of developmental phenomena. This statistic tests the null hypothesis that two samples have been drawn from the same population by comparing their whole distributions, rather than specific parameters and…

The epistemological status of factors--that is, components, common factors, and image factors--is briefly discussed. Implications for the number of factors problem of varying views of factor analysis and the particular factor analytic model employed are noted, and the rationales underlying the best known decision rules regarding the correct number…

This note suggests a solution to the problem of achieving randomization in experimental settings where units deemed eligible for treatment "trickle in," that is, appear at any time. The solution permits replication of the experiment in order to test for time-dependent effects. (Author/CTM)

Reviews persistent criticisms of quantitative research methodologies such as the lack of isomorphism between measures and "reality," its failure to produce "truths" useful to educational practice, the faulty use of statistics, and the poorly understood notion of causality. (JDH)

Demonstrates ways in which conclusions about models may be affected by violations of the assumption that the observed variables are normally distributed. Addresses the issue of the robustness of findings obtained under such conditions. (Author/RH)

The minimum number of points required for continuous scaled variables before the Pearson product moment correlation coefficient (PPMCC) ceases to be an accurate estimate if their original correlation coefficient is five. Results also indicated that the PPMCC obtained by using transformed discrete ordinal-level variables tended to underestimate the…

A dialog between two fictional teachers provides some basic examples of how research that uses approved methodology may provide results that are significant statistically but not significant practically. (PGD)

The second half of a dialogue between two fictional teachers examines the significance of statistical significance in research and considers the factors affecting the extent to which research results provide important or useful information. (PGD)

The article reviews and critiques research on numbers of blind and visually handicapped college students. A discussion of the growth of higher education and its importance for employment is followed by analysis of methodological problems that limit the utility of data on rates of growth for this population. (CL)

Points out that one flaw in statistical foundations of much reading research is that researchers neglect to consider whether their findings could be replicated using a different sample of materials. Also shows that many topics in reading research do not quite fit the model for the null hypothesis. (TO)