Abstract
Pressley and Harris (1994) have raised questions about the quality of research in educational intervention studies. It is suggested that Pressley and Harris have defined the problem in an overly narrow manner. Data are presented to suggest that, in part, graduate training is one cause of the problem. Other causes include a lack of theory-based work in the area and ineffective publication standards and procedures. Remedies are suggested involving the preparation of graduate students, revisions in the research process, changes in the peer review process, and stronger standards for publication.
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References
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