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  1 Running head: METHODOLOGICAL REVIEW OF GER ARTICLES A Methodological Review of the Articles Published in Georgia Educational Researcher   from 2003-2010 Justus J. Randolph, Andrea E. Griffin, Samara R. Zeiger, Kristina N. Falbe, Noreen A. Freeman, Bridget E. Taylor, Amy F. Westbrook, Cheryl C. Lico, Cristy N. Starling, Nakiesha M. Sprull, Carolyn Holt, Kristie Smith, and Hannah McAnespie Mercer University Author Note Justus J. Randolph, Andrea E. Griffin, Samara R. Zieger, Kristina N. Falbe, Noreen A. Freeman, Bridget E. Taylor, Amy F. Westbrook, Cheryl C. Lico, Cristy N. Starling, Nakiesha M. Sprull, Carolyn Holt, Kristie Smith, and Hannah McAnespie; Mercer University. We would like to acknowledge the work of Marcia Watson and Tida Bruce-Banfield, whom helped with the coding of one or more articles. Thanks to Kobe and Kyle Griffin for their  patience and support. A previous version of the paper was presented at the 2011 annual meeting of the Georgia Educational Research Association Conference, October 21-22, Savannah, GA. Correspondence concerning this article should be directed to Justus Randolph, Tift College of Education, Mercer University, Altanta, GA 30341. E-mail: randolph_jj@mercer.edu   METHODOLOGICAL REVIEW OF GER ARTTICLES 2 Abstract Methodological reviews, reviews that concentrate on research methods rather than research outcomes, have been used in a variety of fields to improve research practice, inform debate, and identify islands of practice. In this article, we report on the results of a methodological review of all of the articles published in Georgia Educational Researcher   from 2003-2010. We examined the methodological characteristics, authorial characteristics, and methodological quality of those articles using quantitative content analysis. The major findings were that the (a) proportions of the type and traditions of articles published in Georgia Educational Researcher were similar to the proportions in education research articles in general, (b) case study research and correlational research were most prominent, (c) a few universities accounted for most of the articles published, (d) male and females were published in equitable proportions, and (e) there were no statistically significant differences in methodological quality between first author’s gender and among affiliations, type of research, or year of publication. We interpret these last two findings to be evidence of a lack of editorial bias. A few minor suggestions for improving the quality of qualitative research articles are given. Keywords: Methodological review, methodological quality, systematic review  METHODOLOGICAL REVIEW OF GER ARTTICLES 3 A Methodological Review of the Articles Published in Georgia Educational Researcher   from 2003-2010 Methodological reviews, reviews that focus on research methods rather than research outcomes, have been used in many fields to improve research practice, inform debate, and identify islands of practice. For example, Keselman et al. (1988) conducted a methodological review of education researchers' statistical practices. Subsequently, that work helped inform the guidelines of the APA Task Force on Statistical Inference's influential report Statistical Methods in Psychology Journals: Guidelines and Explanations (Wilkinson & APA Task Force on Statistical Inference, 1999), which went on to inform numerous authors, editors, and reviewers in  best statistical reporting practice. In addition, the Social Science Research Council and the  National Academy of Education’s Joint Committee on Educational Resear  ch documented a need for “. . . data and analysis of the research enterprise, . . . . determination of where education research is conducted and by whom, [and]. . . . identification of the range of problems addressed and the methods used to address them” (Ranis & Walters, 2004, pp. 798 -799). The Georgia Educational Researcher   (GER) is now in its eighth year of publication and has not had a methodological review published about it thus far. Therefore, the purpose of this research was to identify and quantify the types of articles published in GER and to review the methods used in the qualitative, quantitative, and mixed-methods studies. The expected benefits of this study include improved research practice through the identification of methodological strengths and weakness and improved understanding of the “trends, tribes, and territories” of Georgia educational researchers. The target audiences for this article are the readers of GER, GER editors and reviewers, and authors planning on submitting manuscripts to GER. The research questions that we strove to answer are listed below:  METHODOLOGICAL REVIEW OF GER ARTTICLES 4 1.   What are the overall methodological characteristics of the articles published in GER? 2.   What are the overall authorial characteristics of the articles published in GER? 3.   What are the characteristics of the methodological quality of the articles published in GER? 4.   What are the predictors, if any, of the methodological quality of the articles published in GER? In the following sections of this manuscript, we discuss related methodological reviews, the methods we used to carry out this investigation, the results, and a discussion of our findings. Related Research While there have been many methodological reviews of the educational research literature over the years (e.g., Keselman et al., 1999; Randolph, 2008), we have chosen to concentrate on what we consider to be the most comprehensive review to date  —  Gorard and Taylor (2004). In that review, Gorard and Taylor reviewed a representative sample of 94 articles from leading education research journals. They further validated their findings with interviews with key stakeholders from across the education field;including researchers,  practitioner representatives, policy makers and policy   implementers;   a large-scale survey of the current methodological expertise and future training needs of UK education researchers; [and a]   detailed analysis and breakdown of 2001 RAE [Research Assessment Exercise, 2001]. (p. 114)   The findings from the Gorard and Taylor (2004) study that are most relevant to the current study relate to the proportions of articles that were classified as (a) empirical research with human participants and (b) nonempirical research (such as theoretical articles) or secondary

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