RESEARCH METHOD COHEN ok

596 NOTES
self-concept and achievement: gender differences
in the development of math and English constructs.
American Educational Research Journal,35(4),
705–38; Noack, P. (1998) School achievement and
adolescents’ interactions with the fathers, mothers,
and friends. European Journal of Psychology of Education,
13(4),503–13;Galton,M.,Hargreaves,L,
Comber, C., Wall, D. and Pell, T. (1999) Changes
in patterns in teacher interaction in primary classrooms,
1976–1996. British Educational Research Journal,25(1),23–37.
3 For further information on event-history analysis
and hazard rates we refer readers to Allison (1984);
Plewis (1985); Hakim (1987); Von Eye (1990); Rose
and Sullivan (1993).
11 CASE STUDIES
1 For further examples of case studies see Woods,P.
(1993) Managing marginality: teacher development
through grounded life history. British Educational
Research Journal, 19 (5), 447–88; Bates,I. and
Dutson, J. (1995) A Bermuda triangle A case
study of the disappearance of competence-based
vocational training policy in the context of practice.
British Journal of Education and Work, 8 (2),
41–59; Jacklin, A. and Lacey, C. (1997) Gender
integration in the infant classroom: a case study.
British Educational Research Journal,23(5),623–40.
12 EX POST FACTO RESEARCH
1 In Chapters12 and13 we adopt the symbols
and conventions used in Campbell, D. T. and
Stanley, J. C. (1963) Experimental and Quasi-
Experimental Designs for Research on Teaching.Boston,
MA: Houghton Mifflin. These are presented fully in
Chapter 13.
2 For further information on logical fallacies, see
Cohen, M. R. and Nagel, E. (1961) An Introduction
to Logic and Scientific Method. London:Routledge
&KeganPaul.Theexampleofthepost hoc, ergo
propter hoc fallacy given by the authors concerns
sleeplessness, which may follow drinking coffee,
but sleeplessness may not occur because coffee was
drunk.
13 EXPERIMENTS, QUASI-EXPERIMENTS, SINGLE-
CASE RESEARCH AND META-ANALYSIS
1 Questionshavebeenraisedabouttheauthenticityof
both definitions and explanations of the Hawthorne
effect. See Diaper, G. (1990) The Hawthorne effect:
a fresh examination. Educational Studies, 16 (3),
261–7.
2 Examplesofexperimentalresearchcanbeseeninthe
following: Dugard, P. and Todman, J. (1995) Analysis
of pre-test and post-test control group designs in
educational research. Educational Psychology,15(2),
181–98; Bryant, P., Devine, M., Ledward, A. and
Nunes, T. (1997) Spelling with apostrophes and
understanding possession. British Journal of Educational
Psychology, 67,91–110;Hall,E.,Hall,C.and
Abaci, R. (1997) The effects of human relations
training on reported teacher stress, pupil control
ideology and locus of control. British Journal of Educational
Psychology, 67,483–96;Marcinkiewicz,H.R.
and Clariana, R. B. (1997) The performance effects
of headings within multi-choice tests. British Journal
of Educational Psychology,67,111–17;Tones,K.
(1997) Beyond the randomized controlled trial:
a case for ‘judicial review’. Health Education Research,
12 (2),i–iv; Alfassi, M. (1998) Reading
for meaning: the efficacy of reciprocal teaching
in fostering reading comprehension in high
school students in remedial reading classes.
American Educational Research Journal, 35 (2),
309–22; Bijstra, J. O. and Jackson, S. (1998) Social
skills training with early adolescents: effects
on social skills, well-being, self-esteem and coping.
European Journal of Psychology of Education, 13
(4), 569–83; Cline, T., Proto, A., Raval, P. D. and
Paolo, T. (1998) The effects of brief exposure
and of classroom teaching on attitudes children
express towards facial disfigurement in peers. Educational
Research, 40 (1), 55–68;Didierjean,A.
and Cauzinille-Marmèche, E. (1998) Reasoning by
analogy: is it schema-mediated or case-based European
Journal of Psychology of Education, 13 (3),
385–98; Overett, S. and Donald, D. (1998) Paired
reading: effects of a parental involvement programme
in a disadvantaged community in South
Africa. British Journal of Educational Psychology,
68, 347–56; Sainsbury, M., Whetton, C., Mason, K.
and Schagen, I. (1998) Fallback in attainment on
transfer at age 11: evidence from the summer literacy
schools evaluation. Educational Research, 40
(1), 73–81; Littleton, K., Ashman, H., Light, P.,
Artis, J., Roberts, T. and Oosterwegel, A. (1999)
Gender, task contexts, and children’s performance
on a computer-based task. European Journal of Psychology
of Education,14(1),129–39.
3 For a detailed discussion of the practical issues
in educational experimentation, see Riecken and
Boruch (1974); Bennett and Lumsdaine (1975);
Evans (1978: Chapter 4).
4 Anexampleofmeta-analysisineducationalresearch
can be seen in Severiens, S. and ten Dam, G. (1998)
Amultilevelmeta-analysisofgenderdifferencesin
learning orientations. British Journal of Educational
Psychology, 68,595–618.Theuseofmeta-analysis