Argues that the Targeted Research and Development Program on Reading's use of the convergence technique may lead to research directed toward very limited goals and suggests a means of including a wider variety of research approaches. Bibliography. (RW)

Offers evidence that experimental results may be distorted by subject nonnaivety and notes the need to eliminate such contamination, as well as means of assuring subject naivety. Tables and bibliography. (RW)

Evaluates USOE studies, criticizes inaccuracies, and lists limitations common to a study with their results. Bibliography. (MD)

Suggests three approaches to studying the relationship between research and teaching at the college level: a multivariate approach; logical analysis; breaking down the general question to sub-questions; and a population approach, investigating the relationships of teaching and research at the departmental level. (EB)

Statistical significance is not a sufficient condition for claiming a hypothesis has been supported. Constructive replications are more important. Statistically significant results may be meaningless while a sequence of nonsignificant results may be quite important. Gives advice on how to overcome some limitations of classifical statistical…

Reviews research concerned with eye movement training in the classroom and points out how specific research has been interpreted and applied incorrectly. (FL)

Researchers from 18 different countries as well as representatives of UNICEF and UNESCO attended a conference on international perspectives in child development and social policy. Topics discussed included knowledge and ideology, goals of different social groups, communication problems, and the relationship of research to practice. Bibliographic…

Suggests why statistical power is of special importance to English education researchers, specifies procedures for calculating power, and assesses the power of empirical research published in this journal during a three-year period. (FL)