School Psychology Review

Guest Editor's Comments (Research Methods)

Timothy Z. Keith

pp. 635-636

Mini-Series on Primary Prevention: From Theory on Practice and Mini-Series on Research Methods in School Psychology

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As outlined in the first article in this miniseries, each subsequent issue of this miniseries will focus on a particular research question, and several researchers will discuss briefly how a particular research methodology can be used to answer that question (Keith,1988). In this issue, three researchers focus on the research question: What are the important, manipulable influences on school learning? One of NASP’s long term goals is “increased involvement of school psychologists with the educational attainment of all children . . .” (Elliott, 1986, p.7), a goal which implies that school psychologists should be involved in interventions designed to improve student learning. The focus on this research question is based on the assumption that if school psychologists are to devise such interventions they should understand which variables they can manipulate to influence student learning. Two of the articles in this issue (Kavale and Keith)focus on variables which seem to affect the learning of students in general or groups of students (e.g., high schoolstudents), and one (Wacker, Steege, & Berg) focuses on the influences for individual students.