1. Randomization in educational research is almost impossible, even more so in international studies.
2. Ed research should be a dialogue. Participation should include the evaluated, the design and the process of rating.
3. Instruction looks most effective when the curriculum and the evaluation are aligned. Is this teaching to the test?
4. The instruments of evaluation are predominately norm referenced in design- not criterion referenced.
5. Evaluation of process is more possible now.
6. Most comparative studies reflect correlations rather than cause and effect. This is true of test scores.
7. Education placement and decisions are predominately political.
8. Reducing the gaps does not necessarily raise the standards.
9. Holistic research suffers from cost overload.
10. The most enduring instruction occurs when the teacher is learning.
11. Do professional incentives improve instruction?
12. Is multiple-choice accountability project-valid?
13. The teaching profession is treated as a labor force.
14. The educator to a man shuns national standards and is a reluctant participant in local standards. However only a commitment will lead to resolution of critical ed issues.
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