ABSTRACT
This chapter contains two major sections beyond this introduction. In the first, we examine common threats to the validity of disciplined, quantitative inquiry in education in general, and educational psychology in particular, and suggest remedies. In the second, we focus on quantitative analytic procedures that can be applied to data collected through a variety of techniques and with a variety of research objectives. These two foci omit much of value, even within the bounds of quantitative approaches to research on the psychology of education.
