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Background Research methodology education is, in various forms, part of the majority of higher education programs. While not all programs are focused on delivering future researchers, a certain amount of time in the curriculum usually has to be dedicated to teaching critical thinking, research approaches, methods and interpretation. However, there is currently a lack of comprehensive overview of information on the amount and level of research methodology education within the existing curricula, as well as on techniques and tools used for teaching research methodology. Comparing approaches of teaching of research methodology would be very beneficial for higher education, because it enables the identification of differences and commonalities in perspectives on knowledge, experiences and attitudes. Moreover, identification of good practices could lead to implementation of evidence-based and more standardized approaches which would maximize the impact of teaching practices. A large survey study on European higher education teaching practices and policies in general has shown that there are large differences across Europe and that there could be benefits in harmonizing and collaborating (learning from each other) (Gaebel et al., 2018). This suggests that there may also be differences in perspectives on and practices of research methodology education across Europe and when comparing different disciplines. The potential future of education in Europe could be focused on minimum requirements for research methodology knowledge, with openly available materials and international collaboration (Nascimbeni et al., 2020). The initial step would be the mapping of the area to identify potential discrepancies and to determine the frequency of use of effective techniques in teaching, like flipped classrooms (Hew et al., 2021). The objective of this study is to examine practices and attitudes regarding teaching research methodology in different European countries, across different disciplines and different training stages to identify commonalities and discrepancies. This research will serve as the initial approach in creation of minimum criteria for teaching research methodology with evidence-based teaching approach.

Background Research methodology education is, in various forms, part of the majority of higher education programs. While not all programs are focused on delivering future researchers, a certain amount of time in the curriculum usually has to be dedicated to teaching critical thinking, research approaches, methods and interpretation. However, there is currently a lack of comprehensive overview of information on the amount and level of research methodology education within the existing curricula, as well as on techniques and tools used for teaching research methodology. Comparing approaches of teaching of research methodology would be very beneficial for higher education, because it enables the identification of differences and commonalities in perspectives on knowledge, experiences and attitudes. Moreover, identification of good practices could lead to implementation of evidence-based and more standardized approaches which would maximize the impact of teaching practices. A large survey study on European higher education teaching practices and policies in general has shown that there are large differences across Europe and that there could be benefits in harmonizing and collaborating (learning from each other) (Gaebel et al., 2018). This suggests that there may also be differences in perspectives on and practices of research methodology education across Europe and when comparing different disciplines. The potential future of education in Europe could be focused on minimum requirements for research methodology knowledge, with openly available materials and international collaboration (Nascimbeni et al., 2020). The initial step would be the mapping of the area to identify potential discrepancies and to determine the frequency of use of effective techniques in teaching, like flipped classrooms (Hew et al., 2021). The objective of this study is to examine practices and attitudes regarding teaching research methodology in different European countries, across different disciplines and different training stages to identify commonalities and discrepancies. This research will serve as the initial approach in creation of minimum criteria for teaching research methodology with evidence-based teaching approach.

Tri 2 2015/2016

Tri 2 2015/2016

Perma.cc archive of https://www.gartner.com/en/research/methodologies/gartner-hype-cycle created on 2022-01-20 13:48:20.167083+00:00.

Research interest in the comparison of education systems emerged parallel with the study of social development and the general globalization of social resources. The contemporary context of research discourse puts researchers in a position of necessary collaboration and partnership, with a special emphasis on the comparative analysis of educational phenomena. The aim of this study is the analysis of the theoretical understandings of the role of comparative research in the cognition of pedagogical phenomena as well as the transformation of the comparative methodological apparatus in the contemporary context. The research tasks are aimed at analyzing the historical development of comparative research, epistemology, the function of comparative research in pedagogy, as well as its importance in pedagogy. The importance of developing pluralism in the methodological approach of comparative research is emphasized in order to strengthen research capacities for its future development in pedagogical sciences. The study relies on the historical method and the method of source content analysis.

This article is from Trials , volume 14 . Abstract None

When addressing acoustic parameters of speech, much of the previous research has focused on fundamental frequency (F0), duration, and intensity as the primary acoustic characteristics within a prosodic structure. The findings from these studies are limited in relation to natural speech as they tend to focus on structured, controlled tasks with best productions. This study addresses questions related to the effect of task on the acoustic correlates of stress in sentences, in addition differences in productions were investigated when following an instruction versus following a question. Fifteen speakers of general American English were recorded in two speaking tasks. Tasks used were: (1) a detailed instruction as to what should be produced and (2) a question, without any instruction, to elicit responses. Measurements of fundamental frequency (F0), amplitude, duration, and total duration were taken in all contexts. Findings revealed significant differences between tasks for all acoustic parameters measured: F0, amplitude, and duration. The pattern for the magnitude of the change also varied between the tasks. These findings suggested that the natural variation observed in spoken language is reduced with directed tasks and that an individual’s production of stress changes dependent on the task. Implications for past and future research have been discussed.

This article is from Harm Reduction Journal , volume 9 . Abstract For over 15 years the Australian Agency for International Development (AusAID) has been a leading donor for harm reduction projects in Southeast Asia. The recent AusAID-supported harm reduction projects of greatest significance have included the Asia Regional HIV/AIDS Project (AHRP), from 2002 until 2007,1 and the HIV/AIDS Asia Regional Program (HAARP), from 2007 until 2015.2 Both projects included in their design specific strategies for engaging with law enforcement agencies at country level. The main focus of these strategies has been to develop law enforcement harm reduction policy and curriculum, and the design and implementation of specific harm reduction training for law enforcement officers.In July 2008, the Australian Development Research Awards (ADRA) funded the Nossal Institute for Global Health at the University of Melbourne to establish a research project created to assess the influence of harm reduction programs on the policy and operational practices of law enforcement agencies in Southeast Asia, known as the LEHRN Project (Law Enforcement, Harm Reduction, Nossal Institute Project). The ADRA is a unique grant research mechanism that specifically funds development research to improve the understanding and informed decision making of the implementation of Australian aid effectiveness.While the need to engage law enforcement when establishing harm reduction programs was well documented, little was known about the impact or influence of harm reduction programs on policy and practices of law enforcement agencies. The LEHRN Project provided the opportunity to assess the impact of harm reduction programs on law enforcement in Southeast Asia, with a focus on Vietnam, Cambodia and Lao PDR.

This report illustrates the use of hierarchical linear models (HLM) with National Assessment of Educational Progress (NAEP) data to identify school and other correlates of student achievement. Based on an analysis of the 1990 NAEP mathematics achievement data for 4th, 8th, and 12th graders in public schools, this study is part of an ongoing exploratory effort to demonstrate the potential usefulness of HLM with NAEP data. The focus of the report is on the methodology of using HLM with NAEP data, and results of the study are presented as an illustration of the methodology. HLM accurately models the multilevel nature of the data and enables student-level outcomes such as gender and race/ethnicity to be predicted as a function of school-level factors. Several types of HLM analysis were conducted on 1990 NAEP data to predict achievement outcomes in mathematics and geometry, predicting average achievement between schools, the gender gap, and the race/ethnicity gap. The HLM methods worked well to explain variations in achievement but less well for the gender gap and race/ethnicity gaps. Results are discussed in the context of improving the usefulness of NAEP data. Data are presented in 66 tables, with 42 tables of supporting data in an appendix. (SLD)

This report illustrates the use of hierarchical linear models (HLM) with National Assessment of Educational Progress (NAEP) data to identify school and other correlates of student achievement. Based on an analysis of the 1990 NAEP mathematics achievement data for 4th, 8th, and 12th graders in public schools, this study is part of an ongoing exploratory effort to demonstrate the potential usefulness of HLM with NAEP data. The focus of the report is on the methodology of using HLM with NAEP data, and results of the study are presented as an illustration of the methodology. HLM accurately models the multilevel nature of the data and enables student-level outcomes such as gender and race/ethnicity to be predicted as a function of school-level factors. Several types of HLM analysis were conducted on 1990 NAEP data to predict achievement outcomes in mathematics and geometry, predicting average achievement between schools, the gender gap, and the race/ethnicity gap. The HLM methods worked well to explain variations in achievement but less well for the gender gap and race/ethnicity gaps. Results are discussed in the context of improving the usefulness of NAEP data. Data are presented in 66 tables, with 42 tables of supporting data in an appendix. (SLD)

This report illustrates the use of hierarchical linear models (HLM) with National Assessment of Educational Progress (NAEP) data to identify school and other correlates of student achievement. Based on an analysis of the 1990 NAEP mathematics achievement data for 4th, 8th, and 12th graders in public schools, this study is part of an ongoing exploratory effort to demonstrate the potential usefulness of HLM with NAEP data. The focus of the report is on the methodology of using HLM with NAEP data, and results of the study are presented as an illustration of the methodology. HLM accurately models the multilevel nature of the data and enables student-level outcomes such as gender and race/ethnicity to be predicted as a function of school-level factors. Several types of HLM analysis were conducted on 1990 NAEP data to predict achievement outcomes in mathematics and geometry, predicting average achievement between schools, the gender gap, and the race/ethnicity gap. The HLM methods worked well to explain variations in achievement but less well for the gender gap and race/ethnicity gaps. Results are discussed in the context of improving the usefulness of NAEP data. Data are presented in 66 tables, with 42 tables of supporting data in an appendix. (SLD)

This report illustrates the use of hierarchical linear models (HLM) with National Assessment of Educational Progress (NAEP) data to identify school and other correlates of student achievement. Based on an analysis of the 1990 NAEP mathematics achievement data for 4th, 8th, and 12th graders in public schools, this study is part of an ongoing exploratory effort to demonstrate the potential usefulness of HLM with NAEP data. The focus of the report is on the methodology of using HLM with NAEP data, and results of the study are presented as an illustration of the methodology. HLM accurately models the multilevel nature of the data and enables student-level outcomes such as gender and race/ethnicity to be predicted as a function of school-level factors. Several types of HLM analysis were conducted on 1990 NAEP data to predict achievement outcomes in mathematics and geometry, predicting average achievement between schools, the gender gap, and the race/ethnicity gap. The HLM methods worked well to explain variations in achievement but less well for the gender gap and race/ethnicity gaps. Results are discussed in the context of improving the usefulness of NAEP data. Data are presented in 66 tables, with 42 tables of supporting data in an appendix. (SLD)

Modelling as Research Methodology is written for the scientist and student researching the (expected) functioning of systems under specified conditions. As such, it represents an introduction to the use of modelling in natural, human and economical sciences. The book is divided into two sections. The first section illustrates the universal nature of modelling as aid to the researcher. In the second section, several typical examples of modelling are described.

x, 367 p. : 28 cm

x, 367 p. : 28 cm

x, 367 p. : 28 cm

This monograph describes the knowledge and methods I have learned and applied to my 30+ years of historic trails research. It serves as a guide for future generations of trail researchers.

Bibliographical footnotes

This paper reexamines five papers published in a special edition of Human Facotrs, August 1973, attempting to explain and illustrate the characteristics and applications of central-composite designs in the context of response-surface methodology. A detailed analysis is provided to show that the experimental papers (1) fail to illustrate the most important and useful features of response surface methodology designs as proposed by G.E.P. Box and his associates; (2) employ questionable procedures not specific to RSM that permit interpretations of results not considered by the investigators; and (3) do not constitute an experimental evaluation of the effectiveness of RSM central-composite designs as suggested by the investigators. (Author)

This study discusses latent trait theory applications to test item bias methodology. A real data set is used in describing the rationale and application of the Rasch probabilistic model item calibrations across various ethnic group populations. A high school graduation proficiency test covering reading comprehension, writing mechanics, and mathematics was administered to 1,042 white and 11,441 black students in a large west coast school district. Using UCON estimation procedures for item difficulties, item plots for each ethnic group by the three separate subtests were prepared. The derivation of acceptable tolerance limits is described and applied to the current data set, wherein a biased item is revealed. The mathematics are given although their derivation is not described except when required for completeness. (Author/BW)

This study discusses latent trait theory applications to test item bias methodology. A real data set is used in describing the rationale and application of the Rasch probabilistic model item calibrations across various ethnic group populations. A high school graduation proficiency test covering reading comprehension, writing mechanics, and mathematics was administered to 1,042 white and 11,441 black students in a large west coast school district. Using UCON estimation procedures for item difficulties, item plots for each ethnic group by the three separate subtests were prepared. The derivation of acceptable tolerance limits is described and applied to the current data set, wherein a biased item is revealed. The mathematics are given although their derivation is not described except when required for completeness. (Author/BW)

"Science and Engineering Indicators" ("Indicators") is a biennial congressionally mandated report that provides high-quality quantitative information on the U.S. and international science and engineering enterprise. The report employs a variety of presentation styles--such as narrative text, data tables and figures--to make the data accessible to readers with different information needs and different information-processing preferences. The data are "indicators," that is, quantitative summary information on the scope, quality, and vitality of the science and engineering (S&E) enterprise or its change over time. The indicators in this report are intended to contribute to an understanding of the current environment and to inform the development of future policies. "Indicators" includes detailed information about measurement to help readers understand what the reported measures mean, how the data were collected, and how to use the data appropriately. The Methodology Appendix of the report provides detailed information on the methodological, statistical, and data-quality criteria used for the report. The sidebar, "What Makes a Good Indicator?," provides a brief and high-level summary of the data sources used in the report and data-quality issues that influence the interpretation and accuracy of the information presented in "Indicators." "Indicators 2018" includes an overview (Beethika Khan and Carol Robbins) and eight chapters that follow a generally consistent pattern. The chapter titles are as follows: (1) Elementary and Secondary Mathematics and Science Education (Susan L. Rotermund and Peter Muhlberger); (2) Higher Education in Science and Engineering (Jaquelina C. Falkenheim); (3) Science and Engineering Labor Force (Amy Burke); (4) Research and Development: U.S. Trends and International Comparisons (Mark Boroush); (5) Academic Research and Development (Katherine Hale, Karen White, Carol Robbins, Michael Gibbons, and Christina Freyman); (6) Industry, Technology, and the Global Marketplace (Derek Hill); (7) Science and Technology: Public Attitudes and Understanding (John Besley and Peter Muhlberger); and (8) Invention, Knowledge Transfer, and Innovation (Carol Robbins, Mark Boroush, and Derek Hill). In addition, "Indicators 2018" includes an online data tool, State Indicators (Jock Black, Christina Freyman, and Steve Deitz), which provides state-level data on science and technology (S&T); and a digest, comprising a small selection of important indicators from the main report. [Primary responsibility for the production of this volume was assigned to Beethika Khan, Director, Science and Engineering Indicators Program of the National Center for Science and Engineering Statistics (NCSES); John R. Gawalt, Director, NCSES; and the Directorate for Social, Behavioral and Economic Sciences under the leadership of Fay Lomax Cook. For the 2016 report, see ED571833.]

Book Source: Digital Library of India Item 2015.402016 dc.contributor.author: Fatak,arvind dc.date.accessioned: 2015-09-10T14:30:32Z dc.date.available: 2015-09-10T14:30:32Z dc.date.copyright: 1945 dc.date.digitalpublicationdate: 2012/07 dc.date.citation: 1945 dc.identifier.barcode: 99999990081859 dc.identifier.origpath: /data9/upload/0279/256 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/402016 dc.description.scanningcentre: Banasthali University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 219 dc.format.mimetype: application/pdf dc.language.iso: Hindi dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Jaipur.,rajasthan Hindi Granth Akadame dc.source.library: Central Library Mohanlal Sukhadia University,udaipur dc.subject.classification: Geography dc.title: Methodology Of Educational Research dc.type: Print - Paper

Book Source: Digital Library of India Item 2015.402016 dc.contributor.author: Fatak,arvind dc.date.accessioned: 2015-09-10T14:30:32Z dc.date.available: 2015-09-10T14:30:32Z dc.date.copyright: 1945 dc.date.digitalpublicationdate: 2012/07 dc.date.citation: 1945 dc.identifier.barcode: 99999990081859 dc.identifier.origpath: /data9/upload/0279/256 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/402016 dc.description.scanningcentre: Banasthali University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 219 dc.format.mimetype: application/pdf dc.language.iso: Hindi dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Jaipur.,rajasthan Hindi Granth Akadame dc.source.library: Central Library Mohanlal Sukhadia University,udaipur dc.subject.classification: Geography dc.title: Methodology Of Educational Research dc.type: Print - Paper

Tri 1 2018/2019

This 1966 Summer Institute for training educational research workers in statistical methodology attempted to convey concepts of statistical and analytic techniques, to provide instruction and experience in the use of high speed computers, and to guide trainees in the selection and application of techniques to their research work. The first session (June 6-July 15) was attended by 31 researchers actively engaged in secondary school education; 22 remained through the second session (July 19-August 12). During each session trainees attended morning classes in statistical techniques; afternoon classes were in behavioral research methodology (first session only) and computer laboratory work with an IBM 7094 and several IBM 1401 computers. A Problems Seminar was added in the second session. Trainees and faculty members, who were professional statisticians as well as subject matter specialists from social, behavioral, and computer science departments, offered suggestions for program improvement through an evaluation form. (Summary data on publicity, applications, trainees, program director's attendance, and finances are included.) (LP)

THIS STUDY WAS DESIGNED TO DEVELOP METHODOLOGICAL APPROACHES FOR OBTAINING AND ANALYZING CONTINUOUS EXPRESSIVE LANGUAGE SAMPLES USED BY PRE-KINDERGARTEN CHILDREN WHEN THEY COMMUNICATE WITH EACH OTHER. IT ALSO WAS TO CONSIDER MEANS FOR ANALYZING THESE SAMPLES THAT WOULD YIELD CERTAIN QUALITATIVE AND QUANTITATIVE METHODS. FOUR INVESTIGATORS WERE ASSIGNED TO A DIFFERENT HEAD START CLASSROOM TO GENERALLY ENCOURAGE THE CHILDREN TO TALK AND KEPT CONTINUOUS, DETAILED, NARRATIVE DESCRIPTIONS OF FUNCTIONAL LANGUAGE USED BY THE CHILDREN. DURING THE LAST HALF OF THE PROGRAM, CHILDREN'S LANGUAGE RESPONSE TO SPECIFIC STIMULUS SITUATIONS WERE TAPE RECORDED, WITH THE ATTEMPT TO DETERMINE A REPRESENTATIVE RANGE FROM MOST TO LEAST VERBAL CHILDREN. (CO'D)

Current definitions and philosophical foundations of qualitative research are presented; and designs, evaluation methods, and issues in application of qualitative research to education are discussed. The effects of positivism and the post-positivist era on qualitative research are outlined, and naturalist and positivist approaches are contrasted. Contributions of anthropology, the social survey movement, sociology, and the social upheavals of the 1960's are noted; and the growth of qualitative research in the field of education during the past 30 years is briefly reviewed. General traits characterizing qualitative research and naturalistic research are discussed. Topics associated with design issues include inquiry focus, the fit of the paradigm, data collection and recording, successive phases of inquiry, instrumentation, data analysis, logistics, and trustworthiness. Case studies and multi-site studies are discussed. In terms of the evaluation of qualitative research, issues covered include truth value, applicability, dependability, and confirmability. It is concluded that educational researchers need to be fluent in both qualitative and quantitative research methods. (TJH)

This panel's goal was to improve the validity and utility of measurement, design, and analysis in research on teaching through the stimulation of new methodological knowledge and through the identification and translation of useful existing knowledge from other descriptions. This panel tried to identify as many methodological problems as possible which limit the productivity of research on teaching, and then adopted four "approaches" which it believed to be solutions that encompass all the methodological problems of research on teaching. These four approaches were (1) to develop and test new analysis and design strategies appropriate for research on teaching; (2) to increase understanding of existing measurement strategies for research on teaching and, where appropriate, develop new measurement strategies; (3) to identify, demonstrate, and disseminate methodologies from other research disciplines which appear to have merit for research on teaching; and (4) to consider the utility of standards for improving methodological practice in research on teaching. (BD)

This scoping review aims to provide an updated overview on how the simulated patient (SP) method is applied within non-pharmaceutical settings. In particular, we will address the following questions: (1) what are the topics covered by the SP studies examining non-pharmaceutical services; (2) what study designs and what form(s) of interaction (e.g. visits, telephone calls) between SPs and healthcare providers (HCPs) are applied in these studies; (3) how was the training of SPs performed; and (4) whether and in what form feedback to the HCPs was provided?

handbook in research methodology in medical field

2019Oct19 - Becoming a Better Teacher - Refresher Course on Research Methodology - Programme for Faculty,  organized by Jawaharlal Nehru Technological University, Hyderbad, Human Resource Development Centre, JNTU-H, HRDC This is a live audio recording of the session, in 2 parts.  A power point presentation was used, and those who are interested in having a copy of the same are requested to drop a line: [email protected] The participants were informed that they can visit: www.archive.org and search for POOLABATA and access some useful booklets in English and Telugu. The participants were informed that they can access many more live audio recordings and power point presentations, by visiting: www.viswam.info A copy of 150 Quotes of Mahatma Gandhi was distributed and the participants were informed that they can freely have a soft copy of the same for wider distribution. You are most welcome to give your valuable feedback:  [email protected].

To examine how and what phenomena are being explored in original phenomenology research conducted in diagnostic radiography.

To examine how and what phenomena are being explored in original phenomenology research conducted in diagnostic radiography.

OVERVIEW OF DISCUSSION: RESEARCH METHODOLOGY

OVERVIEW OF DISCUSSION: RESEARCH METHODOLOGY

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This study was conducted for the purpose of developing a methodology and associated software for linking hydrodynamic output from the RMAlO finite element model to the CE-QUAL-ICM finite volume water quality model. The ICM model is usually linked to hydrodynamic output from a finite difference hydrodynamic model, CH3D-WES. RMAlO uses an unstructured grid approach, whereas CH3D-WES is based on a structured gird scheme. A linkage to RMAlO was needed to provide greater flexibility for simulating water quality and contaminants. This report documents the development and testing of the RMA1O-ICM linkage.

This study was conducted for the purpose of developing a methodology and associated software for linking hydrodynamic output from the RMAlO finite element model to the CE-QUAL-ICM finite volume water quality model. The ICM model is usually linked to hydrodynamic output from a finite difference hydrodynamic model, CH3D-WES. RMAlO uses an unstructured grid approach, whereas CH3D-WES is based on a structured gird scheme. A linkage to RMAlO was needed to provide greater flexibility for simulating water quality and contaminants. This report documents the development and testing of the RMA1O-ICM linkage.

This open access book addresses the growing trend in the field of early childhood education and care (ECEC) research named collaborative knowledge building in which researchers and ECEC personnel collaborate. This kind of research encompasses a number of approaches, such as design studies, action studies, Learning Studies, Lesson Studies, and combined research and development studies. There are important differences between these approaches, but they also share some features, which makes it possible to see them as examples of a particular tradition of knowledge building. Collaborative knowledge building constitutes close ties between developing practices of early childhood education and care, and generating empirically grounded theoretical knowledge. This book contributes to the methodology of practices-developing research by mapping this movement through exemplifying themes actualised in such studies, and through conceptualizing important and recurring gains and challenges. It also describes how the latter can be taken on.

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This Briefing presents the results of a Special study completed by Dynamics Research Corporation in support of the Joint Advanced Strike Technology (JAST) Program Office. The work centered on the conduct of literature searches using the BMD TIC library resources and coordination with government and contractor organization to identify modeling tools, mode input requirements, and output to help define a possible framework for JAST logistic modeling environment (JLME). Analyses were conducted using data bases and resources to investigate possible methodologies for linking data flow between models within a candidate modeling hierarchy that would include engineering, mission, and campaign level tools. A sample analysis was conducted to demonstrate the functionality of such a JLME envisioned by the JAST Program Office.

Trend analysis is explained in nontechnical language with examples given for both parametric and nonparametric situations. Similarities and differences between parametric and nonparametric trend analyses are conveniently charted. Practical research applications for Directors of Testing and Directors of Institutional Research are stressed. A linear nonparametric trend which serves as a prototype is calculated in a step-by-step manner. The linear and quadratic tests for trend for the three- and four-level case are programmed in both FORTRAN IV and BASIC. This paper concludes with the explanation of interpreting computer printout. (Author)

This paper discusses a procedure for diagnosing adult educational needs, which the author developed and tested for her doctoral dissertation to study the work performance of attendant supervisors at a mental retardation facility. She describes the methodology used as ethnographic research, which entails an analytic description of a culture by looking at an institution as a culture of its own and, for example, attempting to illuminate the meaning of a supervisor's role and perceived performance in terms of the culture of the mental retardation facility. Steps outlined as part of the methodology include identification of salient issues, development of categories of concern as areas on which to focus the diagnosis, identification of symptoms, and movement through inference to symptoms to problems to educational needs. The procedure is called responsive because it is meant to respond to the information needs of the client and rigorous because the diagnosis is done with careful description and attempts to document the bases on which judgments are made. For example, the data collection process described involves a variety of techniques: Formal and informal interviews, observation, document analysis, and questionnaires. Strengths of the procedure are also discussed. A summary of the diagnostic study conducted for the dissertation is appended. (LMS)