L. Ku supports the Women, Infants, and Children (WIC) nutrition program as effective in improving children's health. D. Besharov and P. Germanis reiterate their earlier criticisms that the program is less effective than commonly believed and that research evidence about its effectiveness is flawed. (SLD)

Investigates predictions derived from the Karmiloff Smith framework for understanding the process of cognitive development. Finds broad support for the model but also indicates that behavior for some tasks is more variable than expected; and, contrary to expectations, that more abstract tasks did not disrupt behavior to any large extent. (DSK)

Inquires whether educational science lacks research on boys and male adults. Contrasts arguments that there is a lack of research on males, with suggestions that such research already exists. Advances a theory of a modern socialization of the sexes and uses it to develop a critical pedagogy of the sexes. (DSK)

Demonstrates the extent to which school-level performance in the British General Certificate of Secondary Education (GCSE) program is underpinned by variations in the socioeconomic backgrounds of students. Concludes that uncontextualized performance statistics are flawed, and that policies for school improvement must address underlying constraints…

Although neuroscience has much to offer teaching and learning conceptualizations, educators must be cautious about applying lab research to classrooms. Brain research seems hazy, confusing, and contradictory because it is new. Myths about synapses, low-stress learning, memorization, enrichment, and learning styles are debunked. (MLH)

Argues that a reconsideration of what theatre or drama research actually is, and who undertakes it, is essential for the spark of life to fully enter the world of educational theatre. Discusses practical applications of research. Argues that research, like theatre, is for all, including students and teachers, and that controversy and…

Examines empirical studies purporting to demonstrate that transracial adoption may positively benefit children of color, particularly Black children. Argues that several methodological difficulties exist in these studies, and describes the Eurocentric bias of legal and scientific assessments of children's well-being and adjustment. (JPB)

"School Effectiveness for Whom?" (1998), edited by R. Slee and others, challenges the claims and silences of effective schools research and seeks more theoretically robust understandings. M. Thrupp's book "Schools Making a Difference: Let's Be Realistic" (1999) urges greater recognition of educational reform's limitations. Both…

Discusses methodological issues that may adversely affect the research process and impede understanding of Latinas, particularly those affected by AIDS. Gives suggestions for strengthening qualitative and quantitative methods when conducting research on Latinas. Describes the growing awareness of important clinical subgroup differences based on…

Comments on researchers' efforts to develop and refine a methodology to use in a study that investigated patterns in general education teachers' integration practices (EC 618 917). The need to combine qualitative and quantitative methods in more creative ways to investigate actual practice in special education is discussed. (CR)

A case is made that the term "science" in reference to special education is misused, and that the methods of empiricist science are inappropriately applied to the study of special education. Article concludes that many of the criticisms leveled at special education can be traced back to this misunderstanding of science. (Author/CR)

Reviews book that explores the nature and potential of interdisciplinary research. Presents not only a history of both disciplinarity and interdisciplinarity but also a review of the major problems confronting interdisciplinary research and some possible solutions. (VWC)

Highlights the role of reflexivity in educational research and argues that it needs to be recognized in terms of learning in general, in relation to research design, and in respect to producing educational knowledge. Presents a way of researching social justice and education that accounts for the reflexive nature of educational research. (DSK)

Counters 14 criticisms of school-effectiveness research (SER). Many criticisms are founded on simplistic/skewed readings of SER; there is wide diversity in SER. Many SER researchers have considered socioeconomic effects on achievement but believe schools can have influences beyond social class. Pragmatism is a worthy paradigm for studying schools.…

Notes that Rothbaum et al. (2001) integrate more than 200 studies conducted in 2 countries over 4 stages of development. Maintains that their method of integrating studies provides a promising way to overcome some of the most vexing methodological difficulties of cross-cultural research. (Author/KB)