Describes the use of repeated-measures designs in the study of whole families, specifically differences in perception between family members. Addresses the specific advantages and disadvantages of these designs; analysis of variance and multivariate analysis of variance applications; and practical issues of assumptions, multiple comparison,…

Reducing Aldrich's codification of organizational task environments from six to three dimensions--munificence (capacity), complexity (homogeneity-heterogeneity, concentration-dispersion), and dynamism (stability-instability, turbulence), the authors use interim and factor analytical techniques to explore each dimension's viability and draw…

The impossibility of getting totally objective curriculum evaluation research is examined. (DE)

Problems of conducting organizational development evaluations identified by 101 organizational development practitioners were clustered into categories of methodological, administrative, and miscellaneous problems. (Author/MLF)

Teachers today are in a stranglehold as a glut of mandates and standards restrict their ability to make decisions in their own classrooms. In many schools, scripted, regimented commercial programs further erode their power to view their students as individuals with unique talents and needs. Even the words they use "to teach" are no…

Rural education research has been misunderstood, underfunded, and discouraged, and the resulting collection of work has suffered for it, according to many observers. Various studies--notably, analyses by the U.S. Department of Education itself--identify significant deficiencies in the national body of research on rural schools. Now the federal…

The author feels that everyone who is engaged in research for purposes of public debate and enlightenment is entitled to protection from government coercion. (Author/PG)

A reply to questions raised by Leroy G. Callahan in the "Journal for Research in Mathematics Education," volume 5, 1974, pages 60-63. (JP)

Examines attitudes of counselor education students in Wales and a sample of United States students. There were significant differences between the two groups at both the beginning and the end of the programs. (Author/CJ)

Looks at the use of simulations and games as research instruments in education. Examines two applications of simulations as research instruments and a major problem that stands in the way of their use. (Author/DN)

The first of a two-part paper; the conclusion appears in volume 27, number 4 (SE 506 357). (JM)