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This journal publishes articles that focus on the results of applied educational research, scholarly reviews of research, descriptions of classroom techniques, studies of assessments, and other topics of interest to educational researchers. Issue number 1 of Volume 6 contains these articles: (1) "'More than Having a Vision': The Emergence of Teacher Leadership in a PDS" (Lisa DeMeulle); (2) "Preparing Leaders for Tomorrow's Schools: The Practitioners' Perspectives" (Frances K. Kochan and William A. Spencer); (3) "Schools without Principals: Do Both Management and Leadership Exist?" (Theodore B. Creighton); (4) "Theoretical Perspectives of Instructional Supervision in Contemporary Textbooks: A Content Analysis" (Barbara L. White and Larry G. Daniel); (5) "University Teachers' Perceived Usefulness of Computer-Assisted Instruction" (Yukiko Inoue); (6) "Math and Reading Tests: Dissimilar Scores Provided by Similar Tests for African-American Students" (Kevin Wickes and John R. Slate); (7) "Screening for Behavior Problems in Preschool: A Comparison of the Social Skills Rating System (SSRS) and a Structured Teacher Interview" (Ronald K. Bramblett, Kim B. Dielmann, and Maleah Smithson); and (8) "A Structural Model of Student Career Aspiration and Science Education" (Jianjun Wang). Issue 2 contains: (1) "Examining Professional Development of Principals as Adult Learners" (Diane Ricciardi); (2) "'Drafted into the Front Lines": Teacher Efficacy during School Desegregation in Columbus, Georgia, 1968-1975" (Virginia E. Causey); (3) "The Role of Technology Specialists: Case Studies of Change Agents" (Kenneth M. Proctor and Martha J. Livingston); (4) "Transforming Graduate Teacher Education Classes: Lessons from Educational Psychology" (Carol VanZile-Tamsen); (5) "Breaking the Rote Memorization Mindset of Preservice Teachers Standards-Based Instruction: An Integrated Preservice Teacher Education Model" (Regina Halpin); (6) "Evaluation of Teacher Preparation Graduates by NCATE Accredited Institutions: Techniques Used and Barriers" (J. Jackson Barnette and Keith Gorham); (7) "Person-Fit and the Rasch Model: How Seriously Model Fit Is Affected by Appropriateness Measurements in the Rasch Model" (Necati Engec); and (8) "An Introductory Primer on the Appropriate Use of Exploratory and Confirmatory Factor Analysis" (Kevin M. Kieffer). (SLD)

The controversy about the use or misuse of statistical significance testing has become the major methodological issue in educational research. This special issue contains three articles that explore the controversy, three commentaries on these articles, an overall response, and three rejoinders by the first three authors. They are: (1) "Introduction to the Special Issue on Statistical Significance Testing" (Alan S. Kaufman); (2) "The Data Analysis Dilemma: Ban or Abandon. A Review of Null Hypothesis Significance Testing" (Thomas W. Nix and J. Jackson Barnette); (3) "The Role of Statistical Significance Testing in Educational Research" (James E. McClean and James M. Ernest); (4) "Statistical Significance Testing: A Historical Overview of Misuses and Misinterpretation with Implications for the Editorial Policies of Educational Journals" (Larry G. Daniel); (5) "Statistical Significance and Effect Size Reporting: Portrait of a Possible Future" (Bruce Thompson); (6) "Comments on the Statistical Significance Testing Articles" (Thomas R. Knapp); (7) "What If There Were No More Bickering about Statistical Significance Tests?" (Joel R. Levin); (8) "A Review of Hypothesis Testing Revisited: Rejoinder to Thompson, Knapp, and Levin" (Thomas W. Nix and J. Jackson Barnette); (9) "Fight the Good Fight: A Response to Thompson, Knapp, and Levin" (James M. Ernest and James E. McLean); and (10) "The Statistical Significance Controversy Is Definitely Not Over: A Rejoinder to Responses by Thompson, Knapp, and Levin" (Larry G. Daniel). Each paper contains references. (SLD)

This journal publishes articles that focus on the result of applied educational research, scholarly reviews of research,descriptions of classroom techniques, studies of assessments, and other topics of interest to educational researchers. Issue number 1 of Volume 7 contains these articles: (1) "Predicting First Grade Achievement from Kindergarten Screening Measures: A Comparison of Child and Family Predictors" (Ronald K. Bramlett, R. Kevin Rowell, and Kristi Mandenberg); (2) "Academic Achievement and Magnet Schools" (Betty L. Dickson, Carolyn L. Pinchback, and Robert L. Kennedy); (3) "The Effects of Chess Instruction on the Mathematics Achievement of Southern,Rural, Black Secondary Students" (James P. Smith and Bob N.Cage); (4) "Changing Teacher Education Students' Attitudes toward Using Corporal Punishment in the Classroom" (Marlynn M.Griffin, Daniel H. Robinson, and Holli M. Carpenter); (5) "A Comparison of Attitudes and Expectations of Teachers and Peers towards Rural Gifted Female Adolescents" (Deborah Bretz, Neelam Kher, and Lorna J. Lacinda-Gifford); (6) "WISC-III Stability over a Three-Year Period in Students with Learning Disabilities"(Teresa Smith, Billy L. Smith, Ronald K. Bramlett, and Nancy Hicks); (7) "Cooperative Editing: An Effective Strategy for Error Reduction in Remedial Freshman Composition" (Sue S. Minchew and Neil G. Amos); and (8) "Factors Associated with Achievement in Educational Research Courses" (Anthony J.Onwuegbuzie, John R. Slate, Frances R. A. Paterson, Mary H.Watson, and Robert A. Schwartz). Issue number 2 contains, following an introduction, : (1) "Interpreting Statistical Significance Test Results: A Proposed New 'What If" Method" (Bruce Thompson and Kevin M. Kieffer); (2) "'First We Read great Book': Interfacing Literacy Instruction with the Arts in Two Urban Elementary Schools: Preservice Teachers' Case Quandaries and Accomplishments" (Janet C. Richards and Joan P.Gipe); (3) "A Critique of Methods Used To Answer the Question:Does Money Make a Difference?" (Jim C. Fortune and Susan Spofford-Richardson); (4) "An Analysis of Factors Related to School-District Size in Arkansas" (Michael B. Gilbert); (5)"Adolescent Problems and Coping Strategies: Alternative School Versus Non-alternative School Students" (Deborah D. Vaughn, Ellen K. Slicker, and Judith Van Hein); (6) "High-Stakes Accountability and Contextual Effects: An Empirical Study of the Fairness Issue" (Edward B. Reeves); (7) "Developing an Identity of Third Graders" (Sharon L. Newbill and Andrea Clements); and (8) "Measures of Work Culture in High and Low Performance Schools" (Darlene Y. Bruner and Bobbie Jean Greenlee). (SLD)