The research and development of mental (standardized) testing and its relationship to educational practice is traced historically from its pre-World War I roots to its controversial national prominence in the 1970s. How standardized tests have been used in research and in schools is analyzed. (BS)

Argues that the link between library and information science faculty research and public policy is underdeveloped, and advocates that faculty fulfill their public service responsibility through the identification and diffusion of meaningful research findings and techniques to the profession and to decision makers who determine public policy. (EJS)

The role of state government in university-industry research cooperation should be expanded. It is the states' responsibility, more than the federal government's, to foster effective and expeditious use of scientific and engineering resources in relation to the civilian economy, and the states must foster organizational arrangements to support…

Two types of research, general theoretical and specific practical, are involved in the evaluation and improvement of university teaching. Not all faculty members can or will carry out general theoretical research, although they can benefit from its findings. However, all can and should carry out specific practical research on their own teaching.…

Research on when and how geometric concepts are learned is briefly discussed. Several teaching suggestions are included. (MNS)

Small school systems can conduct effective research and evaluation programs by forming university-based consortia of school systems that perform these functions and share findings. Mississippi State University conducts such a task force program approach with member schools. (CJH)

Issues in the ownership of academic research results and the relationship of industry to the academic institution performing research it has funded are examined and summarized in five paradoxes. (MSE)

Translation of educational research into practical strategies that have impact on teacher education students is a problem in the teaching profession. This article offers suggestions for teacher educators to consider when planning for preservice teacher education programs. (DF)

Presents 17 research paradigms students might employ for doctoral dissertations on instructional design, makes suggestions for students evaluating the literature and developing a conceptual framework for research, and summarizes dissertations developed by University of Florida doctoral students, classifying them into three research paradigms which…

Using Psychological Abstracts as the original sample source ("first level"), characteristics of the educational psychology literature were compared with those of "second level" literature (literature cited by the first level). The scatter (dispersion) of periodical articles over periodical titles was examined at both levels.…

The articles in this issue explore the current parameters of household refuse analysis. An overview of garbage research studies is presented; research methodology, theories, and applications are examined. U.S. household refuse is compared to the discards of households in Mexico City. (RM)

Reviews consequences of the shift in emphasis from content knowledge to pedagogical method within teacher education. Identifies three forms (propositional, case study, and strategic) in which knowledge about content, pedagogy, and curriculum may be organized. Describes implications for teacher education and examination process and content. (KH)

Evaluates first year of under Fives Research Liaison Officers, responsible for dissemination of educational research results on children under five to preschool practitioners. Response was largely positive. Questions were raised concerning establishment of causal sequence between practitioners' interest, research findings, changes in practice, and…

The previous articles in this journal on social skills are examined for their implications for training and practice of school psychology. The author concludes that recent developments from studies of social competence and social skills provide increased opportunities for school psychologists to make progress in general areas. (Author/EGS)

Two questions are addressed: whether or not the revolutions in methodology realized in research have any real effect on classroom teaching and why there is a constant effort to find new methodologies. A new approach to the problem, focusing on changing the educational institutions themselves, is suggested. (MSE)