RM>DT>Just a thought.....might be of some fun to discuss the reliability
RM>DT>of research.
RM> 
RM>As someone who is science-trained, I dispair of "research"
RM>regarding socialogical issues such as education... It is
RM>EXCEEDINGLY difficult to isolate single factors, and we are
RM>instead forced to deal with statistical inferences... As you
RM>must be aware, those inferences are often colored by the
RM>observers' point of view, background, and whatever ax they
RM>happen to be grinding at any given time... It isn't the
RM>same as observing chimps in a cage!     ;-)
What you say here is true...but of course you are holding to a somewhat 
negative view regarding the reliability of data obtained in a 
sociological research endeavor.  For simplicity, I'll refer to 
educational research as a _study._  For in fact, that is what they are.  
These studies attempt to answer questions like; "Given a certain set of 
controlled variables, how does this affect that in this environment?"  
The uncontrolled variables and even the unseen ones are understood from 
the outset of any study.  True, that much of the data must be "inferred" 
as you said, but there are many follow-up studies that confirm previous 
studies.  
I cannot argue about isolating single factors (such as class size 
effecting learning) but conclusions can be drawn from studies regarding 
class sizes and *correct* inferences can be made.  
If not guided at least in part by these *studies*, what then will guide 
education?  If you are suggesting that educational research is useless 
and we are to be guided by mere opinion I would question the logic of 
such an approach.  But if you are suggesting that research pertaining to 
sociological issues be approached with caution and view with care, I 
would agree.  
   
RM> 
RM>DT>There exists an acceptable body of research that helps drive 
RM>DT>our educational direction.
RM> 
RM>As a confirmed cynic, I would argue that rather than being
RM>driven by an "acceptable body of research", we are instead
RM>driven by special interests, monetary constraints, public
RM>opinion, personal opinions, fads, and smoke and mirrors, to
RM>name just a few!
You may be correct for many things in education.  Certainly class size 
is a monetary issue.  And special interest groups certainly play an 
important role in determining the direction of education.  Fads...smoke 
and mirrors....I have seen these things come and go and they will 
continue to be "thrust" upon us.  However there is some ground being 
made in other areas that have been initiated and supported by the 
"acceptable research--aka  studies."  Brain research has led to a 
strengthening and expanding of our knowledge and understanding of 
learning styles.  Though we may have gone a bit overboard, I do see an 
emphasis on addressing divergent learning styles.  Another area that has 
been supported by research is "Developmentally Appropriate Educational 
Practices."  Though now a cliche, the concept is a valid one and if one 
understands the underlying principles and accepts them, the way one 
approaches teaching will be affected.  For early childhood education, 
particularly kindergarten and even first grade, there has been a 
significant shift from basals to learning through play.  I have been 
involved in this transition myself and have found that teachers from 
other districts have experienced similar transitions.  For me 
educational studies have much to offer. I can site some specific studies 
though I don't know that that is important here.  I think you understand 
where I am coming from.  Looking forward to your comments about what I 
have said here.  
Take Care   
Dan Triplett
dtriplett@juno.com
* CMPQwk #1.42* UNREGISTERED EVALUATION COPY
--- GEcho 1.11+
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