AERJAmerican Educational Research Journal
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References in periodicals archive ?
The selected journals are not considered exhaustive of the journals devoted to special education research, nor did we include individual articles addressing special education within more general journals (e.g., AERJ).
Another possibility is that intervention researchers submit their research to journals other than the ones included in the present analysis such as Journal of Educational Psychology, Reading Research Quarterly, Science Education, or AERJ. However, many of these journals also publish only a minority of intervention research articles (Hsieh et al.).
Statistical techniques employed in AERJ and ICP articles from 1988 to 1997: A methodological review.
The choices professors make within the refereed category are at least partly attributable to organizational affiliations: EAQ is a UCEA-sponsored journal, although it requires a separate subscription, and ER, AERJ, EEPA, and RER are journals that can be chosen as part of the dues of the American Educational Research Association.
These findings and implications are very similar to those found as a result of previous content analyses of research articles published in the Journal of Learning Disabilities (Baumberger & Bangert, 1996) and in the AERJ (Goodwin & Goodwin, 1985b).
Our findings are consistent with research conducted by Kieffer, Reese, and Thompson (2001), which summarized effect sizes reported in 757 research articles published by the AERJ and the Journal of Counseling Psychology.
The researchers solemnly concluded that the differences in engagement and understanding they observed in these students were due to "complex interactions among cognitive qualities of academic tasks, students' knowledge and achievement, and students' motivational and affective orientations in science classrooms." So what else is new?(22) The AERJ research was disappointing, silly, misleading, and useless, and it was predicated on the validity of the above myths.
In recent years the pages of AERJ have been increasingly filled with narratives describing long-term investigations, many of them dealing with important topics.
Reports of two such narrative studies appear in the spring 1995 issue of AERJ. In one, Elizabeth Cohen and Rachel Lotan of Stanford University observe that, while cooperative learning and heterogeneous groupings are good things, they are not sufficient by themselves because children within a heterogeneous group stratify themselves by status.
Eisner had checked studies published in the American Educational Research Journal (AERJ) for a couple of years.