Discusses need for minimum safeguards where controversial issues are touched upon in surveys. These include administering of instrument without compulsion; and informing students of legal implications of their participation. (Author/CJ)

The author asserts that each institute has made unique contributions to the understanding of learning disabilities, but that the work of the Minnesota Institute may be misinterpreted and misapplied. Unresolved issues include classification of children, relationship of LD to mental retardation, and collaborative research among institutes.…

It is argued that time generalizability exists independent of population and situation generalizability, although the three may interact. Problems associated with sampling and randomization efficacy over time are discussed. (Author/GK)

The authors cite methodological and interpretive flaws in K. Kavale's earlier article (ED 150 124) claiming that psycholinguistic training is effective with handicapped students. They suggest that the practical significance of research must be considered as well as the statistical significance. (CL)

Comments on considerations that have implications for interpreting the work of Shanahan and associates, which appeared in this journal in 1982. Reviews research that was either ignored or inaccurately reviewed by them and offers suggestions for synthesizing the results of research investigating the sensitivity of the cloze procedure to…

Discusses the potential consequences of conducting research in which the sample truly represents only a fragment of some theoretical population. Argues that most field-based reading research violates the assumption of representativeness and that this violation can result in severe misrepresentations of research results. (FL)

Examines some of the methodological issues in the assessment of temperament and raises questions about the desirability of labeling infants as having "difficult temperaments." (Author/MP)

Discusses the role of research methodology as disciplined inquiry in educational research. Uses examples to address issues of generalizability of results, precision, and choice of research methods. (MK)

It is suggested that the binomial theorem be used to compute the probability that a given number of Type I errors would occur when a group of null hypotheses are true and that this result be used as the level of significance for the test of an overall hypothesis. (Author/BW)

The problem of correlating variables from different scale types is discussed. A general correlation coefficient, based on symmetrization theory, is derived. The coefficient is invariant over permitted transformations of the variables for their respective (possibly nonequivalent) scale types. (Author/JKS)

Reluctance to use group mean as the unit of analysis is partly due to the belief that fewer observations per treatment greatly reduces the probability of detecting a treatment effect. This is discussed; equations are presented to facilitate power estimates when the group mean is the unit of analysis. (Author/BW)

Identifies problems in evaluation research in organizational development (OD), including definition of objectives, research design, sampling, measurement, statistical validity and reliability, and interpretation of results. Recommends improvements in each evaluation area and suggests using utility theory, which requires estimation of all costs and…

In response to criticisms of a study conducted by Shaffran and Decarie, the author underscores the need for objective, accurate peer evaluation. Errors and misinterpretations in the critical article are reported and corrected. (Author/RH)

Replies to Solomon's paper that basic criticisms made earlier of Shaffran and Decaries' study still apply. Views the study as essentially a confirmation of the null hypothesis based on weak measures. (Author/RH)