Highlights contributions sociologists can make to major social issues through an emphasis on theoretical ideas and analysis in graduate education. Concludes that recognition of the relationship between theoretical ideas and research procedures is necessary for greater sociological contributions. (Author/DH)

Based on the work of William Stephenson, the "Q methodology," formulated in 1935, is compared to classic oral history in a case study of urban renewal. Results showed the methods to be complementary, both providing the same general description of citizen reaction to the project. (JDH)

A total of 61 children from first through sixth grades participated in four balance-scale and four inclined-plane problem types in a study testing for invariance of subject classifications as rule-users across problems whose products differed but whose type did not. Results indicated that many children's classifications differed across…

Describes a sampling strategy which involves linked pairs of persons used to obtain bereaved respondents for a study examining loss and coping responses following a recent natural disaster. The sampling procedure appeared not to produce an obvious bias and was very beneficial in meeting the research objectives. (Author/NRB)

Argues that defining "progress" is fundamental to understanding how effective educational research is in improving practice. Discusses the problem of partial specification and its consequences for defining the research-practice relationship. Presents three different, but complementary, approaches to defining "progress":…

Considers ethical issues that arise in conduct of family therapy research, emphasizing (1) researcher's responsibility to protect rights of research participants, (2) confidentiality and informed consent, (3) researcher's values, and (4) methodology. In each area, parallels are drawn between ethical issues facing family clinicians and those facing…

Compared two types of empirical study with two types of conceptual research on the validity of the Rorschach. Argues that the Rorschach does have some validity and that poor research is at least partly culpable for the Rorschach's perceived failure. (Author/BL)

A recent article by Nicholls on achievement motivation is criticized on three points: (1) definitions of achievement motives are ambiguous; (2) behavioral consequences predicted do not follow from explicit theoretical assumptions; and (3) Nicholls's account of the relation between his theory and other achievement theories is factually incorrect.…

The author replies to criticism of his interpretation of achievement motivation. A distinction between goals of demonstrating and developing ability cannot be made in task involvement. Attempts to extend the author's theory by adding this distinction suffer from a failure to predict when these different goals will predominate. (Author/LMO)

Presents friendly advice to potential authors and researchers on basic conceptual and operational mistakes commonly made in the most recent 100 manuscripts reviewed by the author. (MS)

Unnecessary polarization between research traditions (basic vs. applied, experimental vs. correlational, and laboratory vs. field research) has resulted in extreme, nonproductive conflict between experimental rigor and policy relevance. The analogue model (described) grounds experimental studies in social problems without losing the unique…

Critiques James Sanders' argument that differences in teacher behavior do not significantly affect student achievement levels. Finds empirical research inevitably inadequate for contributing to knowledge of cause and effect in the classroom. Suggests that teacher education helps develop conceptual finesse to enable teachers to make their own…

Several criticisms of Bandura's "reciprocal determinism" are offered: the unidirectional causal account works in cases cited by Bandura; Mackie's criticism of Russell's view of causation also applies to Bandura; and "reciprocal determinism" is a misleading expression when stressing person/environment interactions. (Author/BW)

A simplified introduction to path analysis, this article discusses the following: (1) basic rules, assumptions, and procedures; (2) strengths and weaknesses of the technique; (3) special considerations; (4) examples of path analysis in educational research; and (5) guidelines for constructing diagrams. (MCG)

Reviewed behavioral and industrial relations literature on grievances, and raised serious methodological, theoretical, and ethical questions. Given existing threats to traditional grievance systems, basic research, especially program evaluation, on proposed structural and behavior variants of grievance procedures is necessary. (JAC)