Tuesday, March 17, 2026

Gene V Glass: Professional Résumé

Gene V Glass: Professional Résumé
 

Professional Résumé for

Gene V Glass

Some publications of Gene V Glass are available here.


Personal:
Born: 19 June 1940, Lincoln, Nebraska
Family: Married to Sandra Rubin Glass, May 1993. Four children, nine grandchildren

Education:

  • B.A. University of Nebraska 1962: Cum laude in German & Mathematics
  • M.S. University of Wisconsin 1963: Educational Psychology
  • Ph.D. University of Wisconsin 1965: Educational Psychology; Minor: Mathematical Statistics
Academic Appointments:
  • 1964-65: Visiting Lecturer, Univ of Wisconsin–Milwaukee
  • 1965: Visiting Lecturer, Univ of Wisconsin–Madison
  • 1965-67: Assistant Prof., University of Illinois, Urbana-Champaign
  • 1967-70: Associate Prof., University of Colorado, Boulder
  • 1970-86: Professor, University of Colorado, Boulder
  • 1976: Besuchender Forscher, Max-Planck-Institut für Psychiatrie, Munich
  • 1978: Scholar-in-Residence, Center for the Study of Evaluation, UCLA
  • 1981-84: Clinical Research Professor, Dept. of Psychiatry, University of Colorado Health Sciences Center.
  • 1984-85: Research Associate, New School for Social Research, New York, New York.
  • 1986-2010: Professor, Division of Educational Leadership & Policy Studies, College of Education
    Arizona State University
  • 1986-2010:Professor, Division of Psychology in Education, College of Education
    Arizona State University
  • 1997-2001: Associate Dean for Research, College of Education, Arizona State University
  • 2001-2003: Visiting Scholar, University of Nevada, Las Vegas
  • 2005: Director of Research & Policy, Centre for the Advancement of Research & Development in Educational Technology, Nicosia, Cyprus (www.cardet.org)
  • 2004 -2 010: Regents' Professor, ASU
  • 2010 - present: Regents' Professor Emeritus, ASU
  • 2010 - present: Senior Researcher, National Education Policy Center, School of Education, University of Colorado at Boulder
  • 2011 - 2023: Research Professor, School of Education, University of Colorado Boulder
  • 2014: Visiting Scholar, San José State University
  • 2015 - 2018: Lecturer, San José State University
  • 2023 - present: Research Professor Emeritus, School of Education, University of Colorado Boulder

Awards and Honors:

  • Member of Delta Phi Alpha, German Honorary Society, 1962
  • Winner of Creative Talent Award of American Institutes for Research for Best Dissertation in Psychometrics in 1964-65
  • Winner of the Palmer O. Johnson Award (for best article in yearly volume of the American Educational Research Journal; award won in 1968 and in 1970)
  • Elected a Fellow of Divisions 5 and 15 of the American Psychological Association, 1975
  • President, American Educational Research Association, 1975
  • Award for Best Contracted Evaluation Study of Division H of the Amer. Educ. Res. Assoc., 1977
  • Cattell Award of Society of Multivariate Experimental Psychology, 1980
  • Lazarsfeld Award; Evaluation Research Society, 1984
  • Fellow of the American Psychological Society, Elected 1990
  • Alumni Achievement Award, School of Education, University of Wisconsin–Madison, 1990
  • Lifetime Achievement Award of the Arizona Educational Research Organization, 1998
  • Distinguished Alumni Award, Teachers College, University of Nebraska, 1998
  • Member, Phi Delta Kappa, Education Honorary Society, 1998
  • Honorary Member of the Centre for Evidence-Based Mental Health, Dept. of Psychiatry, Oxford University, England, 1999
  • Fellow, Education Policy Project, Center for Educational Research, Analysis & Innovation, University of Wisconsin, Milwaukee, 1999-2001
  • Member, National Academy of Education, 2000
  • Work on meta-analysis of psychotherapy outcomes (with M.L. Smith) was named as one of the Forty Studies that Changed Psychology in the book of the same name by Roger R. Hock (1999; 0-13-922725-3; Prentice Hall Publishers)
  • AERA Distinguished Contributions to Research in Education Award, 2005
  • Arizona Arts, Sciences and Technology Academy, Founding Fellow, 2005
  • Outstanding Book Award (with Charalambos Vrasidas) of the Division of Teacher Education of the Association for Educational Communications and Technology, 2006
  • Distinguished Alumnus, Lincoln (NE) Northeast High School, Awarded May 25, 2007
  • Fellow, American Educational Research Association, Elected 2008
  • Fellow, National Education Policy Center, School of Education, University of Colorado at Boulder (2010-present)
  • Senior Fellow, Learning Policy Institute (2015-present)
  • "Outstanding Public Educator" for 2016, awarded by the Horace Mann League.
  • 7th Most Noteworthy Alumnus of Nebraska Wesleyan University; Designated, February 29, 2024.
  • Cobb, C.D. (2024). Standing on the Shoulders of a Giant: Gene Glass. In: Geier, B.A. (eds) The Palgrave Handbook of Educational Thinkers. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-25134-4_145


Editorial Service:

Editor:

Executive Editor:

Co-editor:

Associate Editor:

  • American Educational Research Journal – Social and Institutional Analysis 2013

Editorial Board Member:

  • American Educational Research Journal 1965-68
  • Law and Human Behavior, 1980-84
  • Journal of Educational Measurement 1966-68
  • Evaluation in the Health Sciences 1980-
  • Educational & Psychological Measurement 1970-85
  • Review of Educational Research, 1970-73.
  • Journal of Nat. Assoc. for Bilingual Education 1975-78
  • Learning Disabilities Research, 1985-1988
  • Educational Administration Quarterly 1992-95
  • Educational Policy 1988-2008
  • Education Policy Analysis Archives 2005-
  • Revista Electrónica de Investigación y Evaluación Educativa 1997-
  • Practical Assessment, Research and Evaluation 1999-
  • Journal of MultiDisciplinary Evaluation 2004-

Publications

Books and Theses:
  1. Glass, G. V (1963). Chance Successes and the Reliability of Tests. Madison, WI: Dept. of Educational Psychology, University of Wisconsin. Master's thesis. 51 pp.
  2. Glass, G. V (1965). The resolution of complexes of infallible variables into common factors and principal components. Doctoral dissertation, University of Wisconsin.
  3. Glass, G. V & Stanley, J.C. (1970). Statistical Methods in Education and Psychology. Englewood Cliffs, NJ: Prentice-Hall.
  4. Glass, G. V & Hopkins, K. D. (1970). Test Bank for Statistical Methods in Education & Psychology. Englewood Cliffs, N.J.: Prentice-Hall.
  5. Glass, G. V (Ed.) Proceedings of the 1970 Invitational Conference on Testing Problems. Princeton, N.J.: Educational Testing Service, 1971.
  6. Glass, G. V & Stanley, J.C. (1974). Metodos Estadisticos Aplicados a las Ciencias Sociales. Englewood Cliffs, N.J.: Prentice-Hall.
  7. Glass, G. V; Willson, V.L. & Gottman, J.M. (1975). Design and Analysis of Time-series Experiments. Boulder, Colo.: Colorado Associated University Press.
  8. Glass, G. V (Ed.) (1976). Evaluation Studies Review Annual, Vol. 1. Beverly Hills: SAGE Publications.
  9. Hopkins, K.D. & Glass, G. V (1978). Basic Statistics for the Behavioral Sciences. Englewood Cliffs, N.J.: Prentice-Hall.
  10. Hopkins, K.D.; Glass, G. V & Hopkins, B.R. (1986). Basic Statistics for the Behavioral Sciences, 2nd Edition. Englewood Cliffs, NJ: Prentice-Hall.
  11. Smith, M.L.; Glass, G. V; & Miller, T. (1980). The Benefits of Psychotherapy. Baltimore, MD: Johns Hopkins Univ. Press.
  12. Glass, G. V; McGaw, B.; & Smith, M.L. (1981). Meta-analysis in Social Research. Beverly Hills, CA: SAGE.
  13. Glass, G. V; Cahen, L.S.; Smith, M.L. & Filby, N.N. (1982). School Class Size: Research and Policy. Beverly Hills, CA: SAGE.
  14. Glass, G. V & Hopkins, K.D. (1984). Statistical Methods in Education and Psychology, 2nd Edition. Englewood Cliffs, NJ: Prentice-Hall.
  15. Glass, G. V & Hopkins, K. D. (1984). Test Bank for Statistical Methods in Education & Psychology, Second Edition. Englewood Cliffs, N.J.: Prentice-Hall.
  16. Smith, M.L. & Glass, G. V (1987). Research and Evaluation in Education and the Social Sciences. Englewood Cliffs, NJ: Prentice-Hall.
  17. Hopkins, K.D.; Hopkins, B.R. & Glass, G. V (1996). Basic Statistics for the Behavioral Sciences, 3rd Edition. Boston: Allyn & Bacon.
  18. Glass, G. V & Hopkins, K. D. (1996). Statistical Methods in Education & Psychology, Third Edition. Boston: Allyn & Bacon.
  19. Glass, G. V & Hopkins, K. D. (1996). Test Bank for Statistical Methods in Education & Psychology, Third Edition. Boston: Allyn & Bacon.
  20. Vrasidas, C. and Glass, G. V (Eds.) (2002). Distance Education and Distributed Learning. Greenwich, CT: Information Age Publishing.
  21. Vrasidas, C. and Glass, G. V (Eds.) (2004). Online Professional Development for Teachers. Greenwich, CT: Information Age Publishing.
  22. Vrasidas, C. and Glass, G. V (Eds.) (2005). Preparing Teachers to Teach with Technology. Greenwich, CT: Information Age Publishing.
  23. Glass, G. V (2008). Fertilizers, Pills & Magnetic Strips: The Fate of Public Education in America. Charlotte, NC: Information Age Publishing.
  24. Vrasidas, C., Zembylas, M. & Glass, G. V (Eds.) (2009). ICT for Education, Development, and Social Justice. Charlotte, NC: Information Age Publishing, Inc.
  25. Glass, G. V; Willson, V.L. & Gottman, J.M. (2008). Design and Analysis of Time-series Experiments. Charlotte, NC: Information Age Publishing.
  26. Berliner, D. C.; Glass, G. V & Associates. (2014) 50 Myths & Lies that Threaten America's Public Schools: The Real Crisis in Education. NY: Columbia University, Teachers College Press.
    Honorable Mention, 2015 Prose Award in Education Practice
    2014 Foreword Reviews INDIEFAB Book of the Year Bronze Award in Education
  27. Glass, G. V (2015) History of a Glass Family in America: An Account of the Descendants of John Glasse of Somerset, England. Charlotte, NC: Information Age Publishing.
  28. Cobb, C. D. and Glass, G. V (2021) Public and Private Education in America: Examining the Facts (Contemporary Debates) . ABC-CLIO.


Computer Software and Manuals:

  1. Hicken, S. & Glass, G.V (1990) EZQuant. Durham, N.C.: Duke University Press.
  2. Hicken, S. & Glass, G.V (1994). INTROSTAT. A computer program for statistical analysis. Boston: Allyn & Bacon.
  3. Bower, C.P.; Padia, W.L. & Glass, G.V. (1974). TMS: Two Fortran IV programs for the analysis of time-series experiments. Boulder, Colo.: Laboratory of Educational Research, Univ of Colo.
  4. Rudner, Lawrence, Gene V Glass, David L. Evartt, and Patrick J. Emery (2002). A user's guide to the meta-analysis of research studies. ERIC Clearinghouse on Assessment and Evaluation, University of Maryland, College Park.

Articles in Refereed Journals:
  1. Glass, G.V. & Wiley, D.E. (1964). Formula scoring and test reliability. Journal of Educational Measurement, 1, 43-49.
  2. Glass, G.V. (1964). How may salience of a membership group be aroused? Journal of Educational Measurement, 1, 125-129.
  3. Glass, G.V. & McLean, L.D. (1964). A posteriori correction for guessing on recognitive tasks. American Journal of Psychology, 77, 664-667.
  4. Glass, G.V. (1965). Evaluating testing, maturation, and gain effects in a pretest-posttest quasi-experimental design. American Educational Research Journal, 2, 83-87.
  5. Morgan, J.R., Glass, G.V., Stevens, H.A., & Sindberg, R.M. (1965). A study of an extender role for nursing service personnel. Nursing Research, 14, 330 334.
  6. Glass, G.V. (1965). A ranking variable analogue of biserial correlation: Implications for short-cut analysis. Journal of Educational Measurement, 2, 91-96.
  7. Glass, G.V. (1966). Testing homogeneity of variances. American Educational Research Journal, 3, 187-190.
  8. Glass, G.V. (1966). Note concerning rank biserial correlation. Educational and Psychological Measurement, 26, 623-631.
  9. Glass, G.V. & Taylor, P.A. 1966). Factor analytic methodology. Review of Educational Research, 36, 566-587.
  10. Glass, G.V. (1966). Alpha factor analysis of infallible variables. Psychometrika, 31, 545-561.
  11. Glass, G.V. & Maguire, T.O. (1966). Abuses of factor scores. American Educational Research Journal, 3, 297-304.
  12. Millman, J. & Glass, G.V. (1967). Rules of thumb for writing the ANOVA table. Journal of Educational Measurement, 4, 41-51.
  13. Glass, G.V. 1967). Factors in teachers' perceptions of students. Journal of Educational Measurement, 4, 87-93.
  14. Glass, G.V. & Robbins, M.P. (1967). A critique of experiments on the role of neurological organization in reading performance. Reading Research Quarterly, 3, 5-51.
  15. Maguire, T.O. & Glass, G.V. (1967). A program for the analysis of certain time-series quasi-experiments. Educational and Psychological Measurement, 27, 743-750.
  16. Maguire, T.O. & Glass, G.V. 1968). Component profile analysis: an alternative to PROF. Educational and Psychological Measurement, 28, 1021-1033.
  17. Glass, G.V. (1968). Correlations with products of variables: derivations and implications for methodology. American Educational Research Journal, 5.
  18. Glass, G.V. (1968). Educational Piltdown men. Kappan, 50, 148-151.
  19. Bracht, G.H. & Glass, G.V. (1968). The external validity of experiments. American Educational Research Journal, 5, 437-474.
  20. Glass, G.V. (1968). Analysis of data on the Connecticut speeding crackdown as a time-series quasi-experiment. Law and Society Review, 2, 55-76.
  21. Glass, G.V. (1968). Response to Traub's "Note on the reliability of residual change scores." Journal of Educational Measurement, 5, 265-267.
  22. Stanley, J.C. & Glass, G.V. (1968). An algebraic proof that the sum of squared errors in estimating Y from X via b1 and b0 is minimal. The American Statistician, 23, 25. (Reprinted as "Una demonstracian algebraica de que las suma de los cuadrados de los errores es minima cuando se estima Y a partir de X via b1 y b0." Estadistica, 26, 775-777.)
  23. Robbins, M.P. & Glass, G.V. (1969). The Doman-Delacato rationale: A critical analysis. Educational Therapy, 2, 321- 377.
  24. Peckham, P.D., Glass, G.V. & Hopkins, K.D. (1969). The experimental unit in statistical analysis. Journal of Special Education, 6, 265-288.
  25. Glass, G.V., Robbins, M.P. & Tuinman, J. (1969). Delacato- neurologische organisatie en leesonderwijs. Pedagogisch Forum, 6, 265-288.
  26. Glass, G.V. (1969). Note on Jensen & Rohwer's "Mental retardation, mental age, and learning rate." Journal of Educational Psychology, 60, 415-416.
  27. Glass, G.V. & Hakstian, A.R. (1969). Measures of association in comparative experiments. American Educational Research Journal, 6, 403-414.
  28. Glass, G.V. (1969). Research notes. Kappan, 51, 48.
  29. Ross, H.L.; Campbell, D.T.; & Glass, G.V. (1970). Determining the social effects of a legal reform: the British "Breathalyser" crackdown of 1967. American Behavioral Scientist, March, 493- 509.
  30. Glass, G.V. & Collins, J.R. (1970). Geometric proof of the restriction on the possible values of r(xy) when r(xz) and r(yz) are fixed. Educational and Psychological Measurement, 30, 37- 40.
  31. Glass, G.V. (1970). Educational measurement: new methods for new roles. Education Colorado, 5.
  32. Jurs, S.G. & Glass, G.V. (1971). Experimental mortality. Journal of Experimental Education, 40, 62-66.
  33. Glass, G.V. (1971). Educational knowledge use. Educational Forum, PS36, PS 21-29.
  34. Glass, G. V. & Worthen, B. R. (1971). Educational evaluation and research: Similarities and differences. Curriculum Theory Network, 3, 149-165.
  35. Glass, G.V.; Tiao, G.C.; & Maguire, T.O. (1971) Analysis of data on the revision of German divorce laws as a time-series quasi- experiment. Law and Society Review, 4, 539-62.
  36. Glass, G.V.; Peckham, P.D.; & Sanders, J.R. (1972). Consequences of failure to meet assumptions underlying the analyses of variance and covariance. Review of Educational Research, 42, 237-288.
  37. Glass, G.V. Educational product evaluation. Educational Researcher, 1972, 1. (Reprinted in House, E.R. The Logic of Evaluative Argument, Los Angeles: Center for the Study of Evaluation, UCLA, 1977.)
  38. Glass, G.V. (1972). The wisdom of scientific inquiry on education. Journal of Research on Science Teaching, 9, 3-18.
  39. Clark, A.K.; Maguire, T.O.; & Glass, G.V. (1972). Constancy of teachers' perceptions of students--a multi-dimensional scaling study. Perceptual and Motor Skills, 35, 515-518.
  40. Stephens, W.B. & Glass, G.V. (1972). Factorial structure of selected psycho educational measures and Piagetian reasoning assessments. Developmental Psychology, 6, 343-348.
  41. Hopkins, K.D. & Glass, G.V. (1972). The analysis of repeated measures and other mixed-model ANOVA designs. Journal of Special Education, 6, 185-188.
  42. Glass, G.V. (1972). The many faces of educational accountability. Kappan, 53, 636-639.
  43. Glass, G.V. (1975). A paradox about the excellence of schools and the people in them. Educational Researcher, 4, 9-13.
  44. Glass, G.V. (1976). Primary, secondary and meta-analysis of research. Educational Researcher, 5, 3-8.
  45. Glass, G. V & Stephens, W.B. (1976). Response to Weiz's and Kappauf's "Critiques of Temple Longitudinal-Study. American Journal of Mental Deficiency, 81, 3, 248-250.
  46. Smith, M.L. & Glass, G. V (1977). Meta-analysis of psychotherapy outcome studies. American Psychologist, 32, 752-60. Reprinted in Kiesler, C. & Cummings, N., Psychology and National Health Insurance. Washington D.C.: American Psychological Association, 1978.) . Reprinted in I. Lehmann & W. Mehrens (Eds.). (1979). Educational Research in Focus. New York: Holt
  47. Glass, G. V (1977). Matthew Arnold and minimal competence. Educational Forum, 139-144.
  48. Glass, G. V (1978). Minimal competence and incompetence. Kappan, 59, 602-605.
  49. Glass, G. V (1978). Standards and criteria. Journal of Educational Measurement, 15, 237-261.
  50. Smith, M. L. & Glass, G. V (1978). Factors influencing the evaluation of educational programs. Studies in Educational Evaluation, 4, 9-18.
  51. Glass, G. V, & Smith, M. L. (1978). Reply to Eysenck. American Psychologist, 33, 517- 519. Reprinted in T. Cook (Ed.). (1978). Evaluation Studies Review Annual (Vol. 3). Beverly Hills: SAGE.
  52. Glass, G. V & Smith, M. L. 1978). The technology and politics of standards. Educational Technology, 18, 12-18.
  53. Glass, G.V. (1978). When educators set standards. Evaluation Comment, 5, No. 4,3.
  54. House, E.R.; Glass, G.V.; McLean, L.D.; & Walker, D.C. No simple answer: A critique of the Follow-Through evaluation. Harvard Educational Review, 1978, 48, 128-160. (Shortened version appears in Educational Leadership, 1978, 35, 462-66.
  55. Glass, G.V. (1978). Integrating findings: The meta-analysis of research. Review of Research in Education, 5, 351-79.
  56. House, E. R., Glass, G. V, McLean, L.D., and Walker, D. (1978). Critiquing a Follow Through evaluation. Phi Delta Kappan, 59(7), 473-474.
  57. Glass, G.V and Smith, M.L. (1979). Meta-analysis of research on the relationship of class-size and achievement. Educational Evaluation and Policy Analysis, 1, 2-16.
  58. Glass, G.V & Down, A.G. (1979). Does Class Size Make a Difference? Instructor, 89(4), 22.
  59. Glass, G.V. (1979). In defense of generalization. The Behavioral and Brain Sciences.
  60. Glass, G.V (1979). Policy for the unpredictable (uncertainty research and policy). Educational Researcher, 8(9), 12-14.
  61. Getz, J. & Glass, G.V. (1979). Lawyers and courts as architects of educational policy. High School Journal, 62, 181-186.
  62. Glass, G.V. (1979) Does Class Size Make a Difference? Instructor, v89 n4 p22.
  63. Glass, G.V.; Cahen, L.S.; Smith, M.L. & Filby, N.N. (1979). Class-size and learning: new interpretations of the research literature. Today's Education, 68, 42-44.
  64. Glass, G.V. (1979). Looking at Minimal Competency Testing: Educator versus Senator. Education and Urban Society, 12, 47-55.
  65. Glass, G.V. & Ellett, F.S. (1980). Evaluation research. Annual Review of Psychology, Vol. 31, 211-228.
  66. Glass, G.V. (1980). Summarizing effect sizes. New Directions for Methodology of Social and Behavioral Science, edited by Fiske, D. San Francisco: Jossey-Bass, Vol. 5, 13-31.
  67. Glass, G.V. (1980). On criticism of our class-size/student achievement research: no points conceded. Kappan, 62, 242-4.
  68. Glass, G.V. & Stephens, W.B. (1980). Reply to Humphrey's and Parsons's "Piagetian tasks measure intelligence and intelligence tests assess cognitive development." Intelligence, 4, 171-4.
  69. Glass, G. V, & Smith, M. L. (1980). Ask not for whom the bell tolls. American Psychologist, 35, 223.
  70. McGaw, B. & Glass, G.V. (1980). Choice of metric for effect size in meta analysis. American Educational Research Journal, 17, 325-37.
  71. Smith, M.L. & Glass, G.V. (1980). Meta-analysis of research on class-size and its relationship to attitudes and instruction. American Educational Research Journal, 17, 419-34.
  72. Smith, M.L. & Glass, G.V. (1980). The effect of class-size on what happens in classrooms. Education Digest, 45, 16-8.
  73. Kavale, K.A. & Glass, G.V. (1981). Meta-analysis and the integration of research in special education. Journal of Learning Disabilities, 14, 531 8.
  74. Bassoff, E.S. & Glass, G.V. (1982). The relationship between sex roles and mental health: a meta-analysis of twenty-six studies. The Counseling Psychologist, 10, 105-12.
  75. Glass, G.V. 1982). Meta-analysis: an approach to the synthesis of research results. Journal of Research in Science Teaching, 19, 93-112.
  76. Mumford, E.; Schlesinger, H.J. & Glass, G.V. 1982). The effects of psychological intervention on recovery from surgery and heart attacks: an analysis of the literature. American Journal of Public Health.
  77. Kavale, K. & Glass, G.V. (1982). The efficacy of psycholinguistic training: a rejoinder to Larsen, Parker and Hammill. Exceptional Children.
  78. Glass, G.V. (1982). Effectiveness of special education. Policy Studies Review, 2, 65-78.
  79. Schlesinger, H.J.; Mumford, E.; Glass, G.V.; Patrick, C.; and Sharfstein, S. (1983). Mental health treatment and medical care utilization in a free-for-service system. American Journal of Public Health, 73, 422-449.
  80. Tran, Z.V.; Weltman, A.; Glass, G.V. & Mood, D.P. (1983). The effects of exercise on blood lipids and lipoproteins: a meta-analysis of studies. Medicine and Science in Sports and Exercise,15, 393-402.
  81. Anderson, R. D., Kahl, S. R., Glass, G. V, Smith, M. L., Fleming, M. L, & Malone, M. R. (1982). Science meta-analysis project. (Final report of NSF-SED 80-12310). Boulder: Laboratory for Research in Science and Mathematics Education (offset).
  82. Kavale, K. A. and Glass, G. V (1982). The efficacy of special education interventions and practices: A compendium of meta-analysis findings. Focus on Exceptional Children, 15(4), 1-14.
  83. Anderson, R.D.; Kahl, S.R.; Glass, G.V. & Smith, M.L. (1983). Science education: a meta-analysis of major questions. Journal of Research in Science Teaching, 20, 379-385.
  84. Glass, G.V.; Smith, M.L. & Miller, T.I. (1983). Placebo effects in psychotherapy outcome research. The Behavioral and Brain Sciences, 6, 292-293.
  85. Glass, G.V. & Kliegl, R.M. (1983). An apology for research integration in the study of psychotherapy. Journal of Consulting and Clinical Psychology, 51, 28-41.
  86. Glass, G.V. (1983). The synthesis of research findings and society's uses of knowledge. Journal of Special Education.
  87. Smith, M.L. & Glass, G.V. (1983). Citation classic. Current Contents, Vol. 15, No. 13, p. 20.
  88. Mumford, E.; Schlesinger, H.J.; Glass, G.V.; Patrick, C.; & Cuerdon, T. (1984). A new look at evidence about reduced cost of medical utilization following mental health treatment. The American Journal of Psychiatry, 141, 11451158.
  89. Getsie, R.; Langer, P.; & Glass, G.V. (1985). Meta-analysis of the effects of type and combination of feedback on children's discrimination learning. Review of Educational Research, 55, 9- 22.
  90. Levin, H.M.; Glass, G.V. & Meister, G.R. (1985). Efficiencia de costes de cuatro intervenciones educativas. Revista de Educacion, No. 276, 61-102.
  91. Levin, H.M., Glass, G.V. & Meister, G.M. (1986). The political arithmetic of cost-effectiveness analysis. Kappan, 68, No. 1, 69-72.
  92. Glass, G.V. & Ellwein, M. C. (1986). Reform by raising test standards. Evaluation Comment, 10, 1-6.
  93. Glass, G.V. (1987). Reactions to the stress coping meta- analysis. Counseling Psychologist, 14, 550-553.
  94. Rosenthal, J.A. &w Glass, G.V. (1987). Impacts of alternatives to out-of-home placement: a quasi-experimental study. Children and Youth Services Review, 8, 305-321.
  95. Rosenthal, J.A. & Glass, G.V. (1988). Comparative impacts of alternatives to adolescent placement. Journal of Social Service Research.
  96. Levin, H.M. & Glass, G.V. (1987). Cost-effectiveness of Computer Assisted Instruction. Evaluation Review, 11, 50-72.
  97. Glass, G.V. (1987). What Works: Politics and Research. Educational Researcher, 16, 5-10.
  98. Levin, H.M.; Glass, G.V.; & Meister, G.R. (1987). Different approaches to improving performance at school. Zeitschrift fur Internationale Erziehungs und Sozial Wissenschaftliche Forschung, 3, 156-176.
  99. Ellwein, M.C., Glass, G.V & Smith, M.L. (1988). Standards of competence: Propositions on the nature of testing reforms. Educational Researcher. Vol. 16, No. 8, 4-9.
  100. Lynch, W.; Glass, G.V.; & Tran, Z.V. (1988). Diet, tobacco, alcohol and stress as causes of coronary heart disease: A longitudinal causal analysis. Yale Journal of Biology and Medicine. Vol. 61, 413-426.
  101. Glass, G. V & Schon, I. (1988) Effects of an English-only law on public library acquisition policies, practices, and librarians' attitudes toward books in Spanish for children and young adults. Library and Information Science Research: An International Journal. Vol. 10, No. 4, 411-424.
  102. Ellwein, M.C., Glass, G.V & Smith, M.L. (1988). Predilections, Opinions and Prejudices. Educational Researcher, Vol.17, No. 9, 21-22.
  103. Rosenthal, J. A. and Glass, G. V (1990). Comparative impacts of alternatives to adolescent placement. Journal of Social Service Research. Vol. 13, No.3, 19-37.
  104. Ellwein, M.C. and Glass, G. V (1991). Testing for competence: Translating reform policy into practice. Educational Policy, 5(1), 64-78.
  105. Pierce, J. W. , Glass, G. V. & Byers, J. L. (1991). Computer networking for educational researchers on BITNET. Educational Researcher, 20, 21- 23.
  106. Guzzetti, B. J., Snyder, T. E., Glass, G. V (1992). Promoting conceptual change in science: Can texts be used effectively? Journal of Reading, 35(8), 642-649.
  107. Guzzetti, B. J., Snyder, T. E., Glass, G. V, Gamas, W. S. (1993). Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education, Reading Research Quarterly, 28(2), 117-155.
  108. Pierce, J., Glass, G.V, Young, M. & Soucy, D. (1993). The Educational Research List (ERL-L) on BITNET/Internet. Educational Researcher.
  109. Glass, G.V (Ed.) (1994). School choice: A discussion with Herbert Gintis. Education Policy Analysis Archives, 2(6), Entire Issue. Spanish translation published in Narodowski, Mariano; Andrada, Myrian y Nores Milagros (Eds.)(2001). Nuevas tendencias en polmticas educativas, Temas. Buenos Aires: Fundacisn Gobierno & Sociedad.
  110. Glass, G.V (1998). The future of scholarly communications. Educational Researcher, Vol. 27.
  111. Cobb, C.D. and Glass, G.V (1999). Ethnic segregation in Arizona charter schools. Education Policy Analysis Archives, Vol. 7, No. 1. [Entire Issue] (Online at http://epaa.asu.edu/epaa/v7n1/).
  112. Glass, G.V. (1999). A New Day in How Scholars Communicate. Currents Issues in Education, 2, No. 2 [Entire Issue]. (Online at http://cie.ed.asu.edu/volume2/number2/)
  113. Glass, G.V (Ed.) (2001). School choice: A discussion with Herbert Gintis. Education Policy Analysis Archives, 2(6), Entire Issue. Spanish translation published in Narodowski, Mariano; Andrada, Myrian y Nores Milagros (Eds.)(2001). Nuevas tendencias en polmticas educativas, Temas. Buenos Aires: Fundacisn Gobierno & Sociedad.
  114. Cobb, C. D. and Glass, G. V (2001). U.S. charter schools and ethnic segregation." International Journal of Educational Reform, 10(4), 381-395.
  115. MacSwan, J., Rolstad, K. & Glass, G.V (2002). Do some school-age children know no language? Some problems of construct validity in the Pre-LAS Espanol. Bilingual Research Journal, 26(2), 395-420.
  116. Webb, L.D., Glass, G.V, Metha, A. and Cobb, C. (2002). Economic Correlates of Suicide in the United States (1929-1992): A Time Series Analysis. Archives of Suicide Research, 6(2), 93-101.
  117. Glass, G. V (2004 April). An Interview with Gene V. Glass conducted by Daniel H. Robinson. Educational Researcher, 33, 3, 26-30. Retrieved June 19, 2005 from http://www.aera.net/pubs/er/toc/3303.htm.
  118. Rolstad, K.; Mahoney, K. S.; & Glass, G. V. (2005). Weighing the evidence: A meta-analysis of bilingual education in Arizona. Bilingual Research Journal, 29(1), 43-67. Retrieved August 17, 2005 from http://brj.asu.edu/content/vol29_no1/art3.pdf.
  119. Rolstad, K., Mahoney, K. & Glass, G. V. (2005). The Big Picture: A Meta-Analysis of Program Effectiveness Research on English Language Learners. Educational Policy, 19(4), 1-23.
  120. Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/
  121. Rolstad, Kellie; Mahoney, Kate; & Glass, G. V (2007). The Big Picture in Bilingual Education: A Meta-analysis Corrected for Gersten's Coding Error. (Manuscript submitted to Journal of Educational Research and Policy Studies).
  122. Cobb, Casey D. & Glass, G. V (2009). School Choice in a Post-Desegregation World, Peabody Journal of Education, 84(2), 262-278.
  123. Glass, G. V (2009). Class size. Entry in Shweder, Richard A., Thomas R. Bidell, Anne C. Dailey, Suzanne D. Dixon, Peggy J. Miller, and John Modell, (Eds). The Child: An Encyclopedic Companion. Chicago: University of Chicago Press.
  124. Glass, G. V (2011). Standards and criteria. Journal of MultiDisciplinary Evaluation, 7, 227-257.
  125. Glass, Gene V. (2012) A Talk with Gene V Glass: The Status of U.S. Public Education. Occasional Paper. Ohio University: Institute for Democracy in Education. Retrieved on March 10, 2012 from http://issuu.com/pattoncehs/docs/ide_genevglass.
  126. Nichols, Sharon L., Glass, Gene V & Berliner, David C. (2012) High-stakes testing and student achievement: Updated analyses with NAEP data. Education Policy Analysis Archives, 20(20) Retrieved July 20, 2012, from http://epaa.asu.edu/ojs/article/view/1048
  127. Glass, G. V (2014) A response to Gorard. The Psychology of Education Review, 38(1), 12-13.
  128. Berliner, D., & Glass, G. V. (2014). Chipping away reforms that don’t make a difference. Educational Leadership, 71(9), 28-33.
  129. McCarty, Teresa L.; Faircloth, Susan C.; Glass, Gene V; Ladwig, James; Lee, Stacey J.; McNaughton, Stuart; Parker, Laurence; & Villenas, Sofia A. (2014) As We Embark on a New Editorship: A Statement From the AERJ-SIA Editors. American Educational Research Journal, 51(1), 4-6.
  130. Powers, Jeanne M. & Glass, Gene V. (2014). When Statistical Significance Hides More Than it Reveals. Teachers College Record, Date Published: July 02, 2014 http://www.tcrecord.org ID Number: 17591
  131. Glass G. V. (2015) Meta-analysis at middle age: A personal history, Research Synthesis Methods, Vol. 6. doi: 10.1002/jrsm.1133.
  132. Berliner, David C. & Glass, Gene V. (2015). Trust but verify. Educational Leadership, 72, 5, 11 - 14.
  133. Glass, Gene V. & Shaughnessy, Michael F. (2015). An interview with Dr. Gene V Glass about myths and hoaxes in educational psychology, North American Journal of Psychology, 17(2), 311-316.
  134. Glass, Gene V (2016). One hundred years of research: Prudent aspirations. Educational Researcher, 45(2), 69 - 72.
  135. Glass, G V (2018, Spring) Deciding for One or Deciding for Many, New Directions for Evaluation, pp. 21-24.
  136. Glass, G. V (2022). The origins of Education Policy Analysis Archives in an era of early open access publishing. Education Policy Analysis Archives, 30(143). https://doi.org/10.14507/epaa.30.7755
  137. Glass, G. V (2024). Even So, Too Soon: Michael John Scriven (28 March 1928 – 28 August 2023). Journal of MultiDisciplinary Evaluation, 20(47), 43–44. https://doi.org/10.56645/jmde.v20i47.985
  138. Powers, J. M., Fischman, G. E., Berliner, B., Berliner, B. A., Amrein-Beardsley, A., Barone, T., Basile, C. G., Dunn, L., Walcott, C., Harvey, G., Filby, N., Glass, G. V, Harvey, J., Pivovarova, M., Shavelson, R., & Welner, K.(2026). Continuingthe conversion: “Life is Good”—David Berliner's legacy. Education Policy Analysis Archives, 34(28).

Chapters in Books:

  1. Glass, G.V. (1970). Comments on Professor Bloom's paper. Pp. 56-61 in Wittrock, M.C. & Wiley, D.E. (Eds.) The Evaluation of Instruction. N.Y.: Holt, Rinehart & Winston.
  2. Glass, G.V. (1972). Die Entwicklung einer Methodologie der Evaluation. In Wulf, C. (Ed.) Evaluation: Beschreibung und Bewertung von Unterricht, Curricula und Schulversuchen. Munchen: Piper & Co. Verlag.
  3. Glass, G.V. (1972). Two generations of evaluation. In Taylor, P.A. & Cowley, D. (Eds.) Readings in Curriculum Evaluation. Dubuque, Iowa: William C. Brown.
  4. Glass, G.V Statistical and measurement problems in implementing the Stull Act. Pp. 53-98 in Gage, N.L. (Ed.), Mandated Evaluation of Educators. Washington, D.C.: Capital Publications, 1973. (Reprinted under the title "Teacher Effectiveness," Chp. 2 in Walberg, H.J. (Ed.), Evaluation Educational Performance. Berkeley: McCutchan, 1974).
  5. Glass, G.V. (1973). Design of evaluation studies. Pp. 225-232 in Worthen, B.R. & Sanders, J.R. (Eds.) Educational Evaluation: Theory and Practice, Worthington, Ohio: Charles A. Jones.
  6. Glass, G.V. (1977). Downtime. Outlook, No. 25, 3-6. (Appears under the title "Values as Illusions," pp. 66-69 in Otte, M. (Ed.) Relating Theory to Practice in Educational Research. Bielefeld, West Germany: Institut fur Didaktik der Mathematik, Universitat Bielefeld, 1977.)
  7. Glass, G.V., Peckham, P.D. & Sanders, J.R. (1977). Consequences of failure to meet assumptions underlying the analyses of variance and covariance. Collier, R.O. & Hummel, T.J. (Eds.), Experimental Design and Interpretation. Berkeley: McCutchan, 507-564.
  8. Glass, G.V. (1978). Schools and mental health. Chp 8 in Flannagan, J.C. (Ed.) Perspectives on Improving American Education. New York, Praeger Press.
  9. Gottman, J.M & Glass, G.V. (1978). Analysis of the interrupted time-series experiment. In Kratochwill, T.R. (Ed.), Strategies to Evaluate Change in Single-Subject Research. New York: Academic Press.
  10. Glass, G.V. (1980). When educators set standards. Chapter 13 in Baker, E.L. & Quellmalz, E.S. (Eds.) Educational Testing and Evaluation, Beverly Hills, CA: SAGE.
  11. Rosenthal, R. & Glass, G.V. (1980). Sources. In Fiske D. (Ed.) New Directions for Methodology of Social and Behavioral Science. San Francisco: Jossey Bass.
  12. Schlesinger, H.J.; Mumford, E.; & Glass, G.V. (1980). The effects of psychologically-informed intervention on recovery from medical crisis. In Guerra, F. & Aldrets, J.A. (Eds.) Emotional and Psychological Responses to Anathesia and Surgery. NY: Grune & Stratton.
  13. Schlesinger, H.J.; Mumford, E.; & Glass, G.V. (1980). Mental health services and medical utilization. In Vandenbos, G. (Ed.) Psychotherapy: From Practice to Research to Policy. Beverly Hills, CA: SAGE.
  14. Mumford, E.; Schlesinger, H.J.; & Glass, G.V. (1981). Reducing medical costs through mental health treatment. Chapter 14 in Broskowski, A. (Ed.) Linking Health and Mental Health. Beverly Hills, CA: SAGE.
  15. Glass, G.V. (1982). Experimental validity. In Mitzel, H. (Ed.), Encyclopedia of Educational Research (5th edition). N.Y.: Free Press.
  16. Miller, T.I. & Glass, G.V. (1983). Quantitative indicators of community change. Chapters 6 in Seidman, E. (Ed.), Handbook of Social Intervention. Beverly Hills, CA: SAGE.
  17. Glass, G.V. (1983). Synthesizing empirical research: meta-analysis. Pp. 397-422 in Ward, S.A. & Reed, L.J. (Eds.), Knowledge Structure and Use. Philadelphia: Temple Univ. Press.
  18. Kavale, K.A. & Glass, G.V. (1983). The efficacy of special education: a compendium of meta-analysis findings. In Vergason, G. (Ed.), Focus on Special Education. Denver: Love Publishing.
  19. Kavale, K.A. & Glass, G.V. (1983). Social change and evaluation: FollowThrough revisited. In Keogh, B. (Ed.), Advances in Special Education, Vol. 4, Greenwich, CT: JAI Press.
  20. Glass, G.V. (1985). Class size. International Encyclopedia of Education. Oxford: Pergamon Press, pp. 728-734.
  21. Glass, G.V. (1988). Quasi-Experiments: The Case of Interrrupted Time-series. Pp. 445-461 in Jaeger, R.M., Complementary Methods for Research in Education. Washington, D.C.: American Educational Research Association.
  22. Glass, G.V. (1986) Testing old, testing new: reflections on schoolboy psychology and the allocation of intellectual resources. In Plake, B. & Witt, J.C. (Eds.). Future Directions for Testing. Hillsdale, NJ: Lawrence Erlbaum.
  23. Glass, G.V. (1986). Class size. In Dunkin, M.J. (Ed.). International Encyclopedia of Teaching and Teacher Education. Oxford: Pergamon Press.
  24. Glass, G.V (1989). Using student test scores to evaluate teachers. In Millman, J. & Darling-Hammond, L. (Eds.) New Handbook of Teacher Evaluation. Beverly Hills, CA: SAGE.
  25. Ellwein, M.C. & Glass, G.V (1989). Ending social promotion in Waterford: Appearances and Reality. Chapter 8, pp. 151-173 in Shepard, L.A. & Smith, M.L., Flunking Grades: Research and Policies on Retention. London: The Falmer Press.
  26. Glass, G.V (1997). Interrupted Time-series Quasi-experiments. Pp. 589- 609 in Jaeger, Richard M. (Ed.) Complementary Methods for Research in Education. 2nd Edition. Washington, D.C.: American Educational Research Association.
  27. Glass, G.V (1998). Ghosts and Reminisences: My last day on earth as a "quantoid." Pp. 277-89 in Davis, R. (Ed.). Proceedings of the Stake Symposium on Educational Evaluation. Urbana, IL: Center for Instructional Research and Curriculum Evaluation, Univ. of Illinois. (ERIC Identifier ED432593). Retrieved June 19, 2005 from http://glass.ed.asu.edu/gene/papers/ghosts.html.
  28. Glass, G.V (2001). School choice: A discussion with Herbert Gintis. Translated and published in Narodowski, Mariano; Andrada, Myrian y Nores Milagros (Eds.) Nuevas tendencias en polmticas educativas, Temas. Buenos Aires: Fundacisn Gobierno & Sociedad.
  29. Glass, Gene V. (2002). Time for school: Its duration and allocation. Chapter 4 (Pp. 79-93) in Molnar, A. (Ed.) School Reform Proposals: The Research Evidence. Greenwich, CT: Information Age Publishing, Inc.
  30. Glass, Gene V. (2002). Grouping students for instruction. Chapter 5 (Pp. 95-112) in Molnar, A. (Ed.) School Reform Proposals: The Research Evidence. Greenwich, CT: Information Age Publishing, Inc.
  31. Glass, Gene V. (2002). Teacher characteristics. Chapter 8 (Pp. 155-174) in Molnar, A. (Ed.) School Reform Proposals: The Research Evidence. Greenwich, CT: Information Age Publishing, Inc.
  32. Vrasidas, C. & Glass, G. V. (2002). A conceptual framework for studying distance education. Chapter 2 (Pp. 31-56) in Vrasidas, C. & Glass, G. V. Distance Education and Distributed Learning. Greenwich, CT: Information Age Publishing.
  33. Glass, G. V (2003). Cut-Scores: Where Do They Come From? Chapter 5, pp. 145-162 in Boston, C.; Rudner, L. M.; Walker, L. J.; & Crouch, L. (Eds). What Reporters Need To Know About Test Scores. Washington, D. C.: Education Writers Association.
  34. Vrasidas, C. & Glass, G. V. (2004). Teacher professional development: Issues and Trends. Chp. 1 in Vrasidas, C. & Glass, G. V. (2004). Online Professional Development of Teachers. Greenwich, CT: Information Age Publishing.
  35. Glass, G. V (2006). Meta-analysis: The Quantitative Synthesis of Research Findings. In Green, J. L., Camilli, G. & Elmore, P. B. (Eds.) Pp. 427-438 in Handbook of Complementary Methods in Education Research. Washington, DC: AERA and Mahwah, NJ: Lawrence Erlbaum Associates.
  36. Vrasidas, C. & Glass, G. V (2005). Achieving Technology Integration in Classroom Teaching. In Vrasidas, C. & Glass, G. V Current Perspectives on Applied Information Technologies. Volume III: Preparing Teachers to Teach with Technology. Greenwich, CT: Information Age Publishing, Inc.
  37. Vrasidas, C. & Glass, G. V. (In press). Teacher professional development and ICT: Strategies and models. 107th Yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.
  38. Glass, G. V (2009). Understanding meta-analyses. In Lapan. S. D., & Quartaroli, M. T. (Eds.). Research essentials: An introduction to designs and practices. San Francisco: Jossey-Bass.
  39. Vrasidas, Charalambos; Zembylas, Michalinos & Glass, Gene V. (2009) ICT for Development: Challenges and Possibilities. In Vrasidas, C., Zembylas, M. & Glass, G. V, (Eds.) (2009). ICT for Education, Development, and Social Justice. Charlotte, NC: Information Age Publishing, Inc.
  40. Glass, Gene V (2010) Report Card on American Education. Pp. 249-259 in Welner, Kevin et al. Think Tank Research Quality: Lessons for Policy Makers, the Media, and the Public. Charlotte, NC: Information Age Publishing.
  41. Glass, Gene V; Barnett, Steven & Welner, Kevin G. (2010) Pp. 63-76 in Mathis, William J. & Welner, Kevin G. The Obama Education Blueprint: Researchers Examine the Evidence. Charlotte, NC: Information Age Publishing Inc.
  42. Glass, G. V & Rud, A. G. (2012). The Struggle Between Individualism and Communitarianism: The Pressure of Population, Prejudice, and the Purse. Chapter 10 in Review of Research in Education, Vol. 36.
  43. Glass, G. V (2019) Moral Drift, Truth and Tug of War. Chapter in Danzig, A. B. & Black, W. R. (Eds.) Who Controls the Preparation of Education Administrators?. Charlotte, NC: Information Age Publishing.
  44. Cobb, C.D., Glass, G.V, & Wentzell, C. (2025). Racial homogenization in Arizona's charter schools. Pp. 201-210, Chapter 8 in Karanxha, Z., Black, W.R., & Danzig, A.B. Navigating charter school landscapes: Growth and governance across California, Arizona, and Florida. Emerald.

Book Reviews:

  1. Glass, G.V. & Stanley, J.C. (1963). Review of Van Dalen and Meyer's Understanding Educational Research. Educational and Psychological Measurement, 23, 217-219.
  2. Glass, G.V. & Stanley, J.C. (1963). Review of Ray's Introduction to Experimental Design. Educational and Psychological Measurement, 23, 207208.
  3. Stanley, J.C. & Glass, G.V. (1963). Review of Hammond and Householder's Introduction to the Statistical Method. Contemporary Psychology, 8, 374375.
  4. Glass, G.V. (1963). Review of Weinberg and Schumaker's Statistics: An Intuitive Approach. Educational and Psychological Measurement, 23, 849851.
  5. Glass, G.V. & Wiley, D.E. (1964). Review of Hays' Statistics for Psychologists: Educational and Psychological Measurement 24, 724-726.
  6. Glass, G.V. (1964). Review of Edwards' Expected Value of Discrete Random Variables and Elementary Statistics: Educational and Psychological Measurement, 24, 969-971.
  7. Stanley, J.C. & Glass, G.V. (1964). Review of Thorndike's The Concepts of Over and Underachievement: Teachers College Record, 66, 282-284.
  8. Glass, G.V. & Mattson, D.E. (1965). Review of Mouly's The Science of Educational Research. Educational and Psychological Measurement, 25, 260 262.
  9. Glass, G.V. & Maguire, T.O. (1966). Review of Ferguson's Statistical Analysis in Psychology and Education. Educational and Psychological Measurement, 26, 1075-1078.
  10. Glass, G.V. (1967). Review of Smith and Adams' Educational Measurement for the Classroom Teacher. Educational Forum, 31, 245-246.
  11. Glass, G.V. (1967). Review of Rozeboom's Foundations of the Theory of Prediction. American Educational Research Journal, 4, 398-401.
  12. Glass, G.V. (1967). Review of Remmers, Gage and Rummel's A Practical Introduction to Measurement and Evaluation. Educational Forum, 31, 372 373.
  13. Glass, G.V. (1968). Review of Lindvall's Measuring Pupils' Achievement and Aptitude. Educational Forum, 32, 251.
  14. Hakstian, A.R. & Glass, G.V. (1968). Review of Chassan's Research Design in Clinical Psychology and Psychiatry. Educational and Psychological Measurement, 28, 621-623.
  15. Burton, N.W. & Glass, G.V. (1969). Review of Simon's Basic Research Methods in Social Science. Educational and Psychological Measurement, 29.
  16. Glass, G.V. & Remer, R. (1970). Review of Fox's "The Research Process in Education." Contemporary Psychology, 15, 277-8.
  17. Glass G. V, & Remer, R. (1970). Nimium celeriter ne crepas omnia quae legas. Contemporary Psychology, 15, 277-278.
  18. Glass, G.V. & Stanley, J.C. (1971). Restatement of purposes. Contemporary Psychology, 16, 744.
  19. Glass, G.V. (1971). Review of Gordon's "Survey of Personal Values" in Buros, O.K. (Ed.), Seventh Mental Measurements Yearbook. Highland Park, N.J.: Gryphon Press.
  20. Glass, G.V. (1971). Review of Cottle's "School Interest Inventory," in Buros, O.K. (Ed.), Seventh Mental Measurements Yearbook. Highland Park, N.J.: Gryphon Press.
  21. Glass, G.V. & Willson, V.L. (1971). Review of Meyer and Collier's Bayesian Statistics, Phi Delta Kappan, 52(9), 562-3.
  22. Glass, G.V. (1973). Review of Broudy, Ennis & Kimmerman's Philosophy of Educational Research. Educational Forum, 38, 121- 122.
  23. Glass, G.V. (1973). Review of Cronbach et al. The Dependability of Behavioral Measurements. The American Scientist.
  24. Glass, G.V. & Shepard, L.A. (1976). Review of Mosteller and Rourke's Sturdy Statistics: Non-parametric and Order Statistics. Contemporary Psychology, 21(6), 392-394 .
  25. Glass, G.V. & Asher, J.W. (1980). Second generation quasi-experimental design. Review of Cook & Campbell's Quasi-experimentation. Contemporary Psychology, 25, 772-5.
  26. Glass, G.V. (1983). Evaluation methods synthesized. Review of Cronbach's Designing Evaluations of Educational and Social Programs. Contemporary Psychology, 28, 501-503.
  27. Glass, G.V. & Ellwein, M.C. (1984). Review of As the Twig Is Bent...: Lasting Effects of Preschool Programs. Science, 223, 273-4.
  28. Glass, G.V. (1986). Review of Hedges and Olkin, Statistical Methods for Metaanalysis. American Journal of Sociology.
  29. Glass, G.V. (1986). Data sharing: Review of Feinberg et.al. (Eds.) Sharing Research Data. Contemporary Psychology, 31(10), 774-775.
  30. Glass, G.V. (1986). Review of Mullen & Rosenthal's BASIC Meta-analysis. Contemporary Psychology.
  31. Glass, G.V (1991). Review of Wachter & Straf, The Future of Meta-analysis. Journal of the American Statistical Association, 86(416), 1141-1142.
  32. Glass, G. V. & Matthews, D. A. (1991). Are data enough? Review of Chubb and Moe's Politics, markets, and America's schools. Educational Researcher, 20, 24-27.
  33. Glass, G.V. (1994). Review of John H. Chambers's Empiricist Research on Teaching: A Philosophical and Practical Critique of its Scientific Pretensions. Journal of Educational Thought, Vol. 28, April 1994, Pp. 127-30.
  34. Glass, G.V (1994). Review of Cooper, H. & Hedges, L.V. (Eds.) The Handbook of Research Synthesis. Contemporary Psychology, 40(8), 736-738.
  35. Glass, G. V & Matthews, D. A. (2001). Polmticas, mercados y escuelas en los Estados Unidos. In Narodowski, Mariano; Andrada, Myrian y Nores Milagros (Eds.) Nuevas tendencias en polmticas educativas, Temas. Buenos Aires: Fundacisn Gobierno & Sociedad. (Translated from Glass, G. V. & Matthews, D. A. (1991). Are data enough? Review of Chubb and Moe's Politics, markets, and America's schools. Educational Researcher, 20, 24-27.)
  36. Glass, G. V (2003). Review of William G. Howell & Paul E. Peterson The Education Gap: Vouchers and Urban Schools. Contemporary Sociology, 32(5), 642-3.
  37. Glass, G. V & Dorn, S. (2006). Review of Willinsky's The Access Principle: The Case for Open Access to Research and Scholarship. Teachers College Record, 106. Retrieved April 18, 2006, from http://www.tcrecord.org/Content.asp?ContentID=12338
  38. Glass, G. V, & Berliner, D. C. (2020, January 22). Essay review of Slaying Goliath: The passionate resistance to privatization and the fight to save America’s public schools, by D. Ravitch. Education Review, 27. http://dx.doi.org/10.14507/er.v27.2879

Articles or Writings in Popular Press:

  1. Glass, G.V. (1977). "Nadir" is to "Nader" as "lowest" is to... National Review, 8 July, 29, 776-777.
  2. Glass, G.V. (1983). Eiseley's life in his works. Pp. 3-6 in Gossin, P. (Ed.), A Celebration of Loren Eiseley (with contributions by Howard Nemeroy, John Janovy and others). Lincoln, NE: Lincoln City Libraries.
  3. Glass, G.V. (2003, January 8). High-stakes AIMS is a brutal test that hurts the students. The Arizona Republic.
  4. Glass, G. V. (2008). Are Demographics the nation's destiny? School Administrator, 65, 38-39.
  5. Glass, G. V (2009). Penny pinchers cheapen teaching through alternative routes. School Administrator, 66(4). Available online. Retrieved April 2, 2009 from http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=11389&snItemNumber=950&tnItemNumber=1995
  6. Glass, G. V (2009). Disspelling a prize-winner's disinformation. School Administrator, 66(October), p. 6.
  7. Glass, G. V (2010). Potholes in the road to virtual schooling. School Administrator, 67(April), 32-35.
  8. Glass, G. V (2014) Myth: Private schools are better. School Administrator, 71 August.
  9. Glass, G. V (2014) Myth: Homeschooling is better. School Administrator, 71 October, p. 12.
  10. Glass, G. V (2014) Myth: Incompetent staff can't be fired. School Administrator, 71 December, p. 13.

Papers & Reports:

  1. Glass, G. V & Stanley, J.C. (1962). Effects of Correction for Differential Omissions on the Internal Consistency of Tests. Paper presented at the annual convention of the Psychonomic Society, 27 August, 1962, St. Louis, MO.
  2. Glass, G. V & Harris, C.W. (1964). Factor analysis of true scores. Paper presented for the Working Group on Factor Analysis, December Urbana, ILL.
  3. Harris, C. W., Glass, G. V & Meinke, D.L. (1964). Repeated measures analysis in experiments on learning. Paper presented at the annual convention of the American Psychological Association, 1964, Los Angeles, CA.
  4. Glass, G. V (1968). Reflections on Bloom's "Toward a Theory of Testing Which Includes Measurement-Evaluation-Assessment." Occasional Paper No. 11, UCLA, Center for the Study of Evaluation.
  5. Glass, G. V & Maguire, T.O. 1968). Analysis of Time-series Quasi-experiments. Boulder, CO: USDE Report #6-8329, Laboratory of Educational Research, University of Colorado. (ERIC Identifier: ED024636).
  6. Glass, G. V (1968). Author's Guide and Style Manual for the Review of Educational Research. Washington D.C.: American Educational Research Association.
  7. Glass, G. V 1968. (1968). Some observations on training educational researchers. Research Paper No. 22. Boulder, CO: Laboratory of Educational Research, University of Colorado.
  8. Glass, G. V (1969). A Colorado School Learning Assessment Program. Paper presented to the Committee on Public Education of the Colorado Legislature. Denver.
  9. Bauman, D. J., Glass, G. V & Harrington, S. A. (1969). The effects of the position of an organizer on learning meaningful verbal materials. Research Paper No. 24. Boulder, CO: University of Colorado, Laboratory of Educational Research.
  10. Mendro, R. L & Glass, G. V (1969). The approximate sampling distribution of the stratified-alpha generalizability coefficient. Boulder, CO: University of Colorado, Laboratory of Educational Research. Paper presented at the Annual Meeting of the American Educational Research Association.
  11. Glass, G. V, Mendro, R. L. & White, A. L. (1970). Test Items to Accompany Statistical Methods in Education and Psychology. Englewood Cliffs, NJ: Prentice-Hall.
  12. Wiley, D. E., Collins, J. R. & Glass, G. V (1970). Sources of variation in multiple choice test performance. Paper presented at the Annual Meeting of the Amer. Educ. Res. Assoc., Minneapolis, March 1970.
  13. Glass, G. V (with Booth, D. J., Collins, J. R., Erion, J., Horn, J. G., James, J. Perc, D., Peckham, F., Remer, R., Shepard, L., Wing, D. R. W.), (1970, August). Data analysis of the 1968-69 survey of compensatory education (Title I), (Final report grant #OEG 8-8-961860 4003-(58)). U.S.Department of Health, Education and Welfare.
  14. Sanders, J. R., Jurs, S. G. & Glass, G. V (1970). Analysis of 1968-69 Compensatory Education Survey for Selected Subgroups of Pupils. Laboratory of Educational Research, Univ of Colo., August 1970.
  15. Glass, G. V (1970). Statement to the House of Representatives Committee on Education and Labor Concerning the Omnibus Postsecondary Education Act of 1970 (HR 16098). 28 July 1970.
  16. Glass, G. V 91970). Data Analysis of the 1968-69 Survey of Compensatory Education (Title I). Washington D.C.: U.S. Office of Education, Sept. 1970.
  17. Bracht, G. H. & Glass, G. V (1970). Aptitude-treatment interactions in learning the addition of signed numbers. Paper presented at the Annual Meeting of the Amer. Educ. Res. Assoc., Minneapolis, Minn., March 1970.
  18. Gullickson, A. R., Nelson, L. R. & Glass, G. V (1971). Violation of homogeneity of variance assumption in the integrated moving averages time series model. Boulder, CO: Laboratory of Educational Research, University of Colorado. Presented at the Annual Meeting of the American Educational Research Association, New York, February, 1971.
  19. Scriven, M., Glass, G. V, Hively, W. & Stake, R.E. (1971). An Evaluation System for Regional Labs and R & D Centers. National Center for Educational Research and Development Resources, U.S. Office of Education, August 1971.
  20. Glass, G. V (1971). Comments on Senate Bills 33, 41 and 42: The Accountability Acts of 1971. Paper presented to the Colorado State Board of Education, June 1971.
  21. Shepard, L. A. & Glass, G. V (1972). A Multitrait-Multimethod Approach to the Construct Validation of "Acceptance of Self" and "Acceptance of Others". ERIC Identifier: ED096590.
  22. Glass, G. V (1973). Exercises in Evaluation of a Large-Scale Educational Program. Boulder, CO: Laboratory of Educational Research, University of Colorado. (ERIC Identifier: ED096354).
  23. Glass, G. V (1973). On rereading Stake. Evaluation Comment, 4, 3.
  24. Goodwin, W.L., & Glass, G.V. (l973). Incremental summative evaluation, University of Colorado Medical Center Comprehensive Child Care Project. Boulder: University of Colorado, Laboratory of Educational Research.
  25. Smith, M. L. & Glass, G. V (1975). Evaluation of Year-Round Schools. Cherry Creek District 5. Educational Report. ERIC Identifier: ED145537.
  26. Glass, G. V & Smith, M. L. Study of school drop-outs in the Mesa County Valley School District #51 for 1974-75: A report prepared in connection with Civil Action #74-W-279. Boulder: Laboratory of Educational Research, Univ of Colorado, April 1975.
  27. Glass, G. V & Klingler, D. E. Ethnic group differences in educational achievement in Mesa County Valley School District #51: A report prepared in connection with Civil Action #74-W-279. Boulder: Laboratory of Educational Research, Univ of Colorado, January 1975.
  28. Smith, M. L. & Glass, G. V (June, 1976). Meta-analysis of psychotherapy and counseling outcomes. Presented at the annual meeting of the Society of Psychotherapy Research, San Diego, CA.
  29. Hearold, S. & Glass, G. V Review and plans for the study of Supreme Court impact on education. Prepared for the Phi Delta Kappa Commission on Impact of Court Decisions on Education, October 1976.
  30. Smith, M. L. & Glass, G. V (1976). Evaluation of Year-Round Schools. Cherry Creek District 5. Second Year Final Report. ERIC Identifier: ED145538.
  31. Glass, G. V & Smith, M. L. (1977). "Pull-out: in compensatory education (Paper prepared for the Office of the Commissioner, United States Office of Education). Boulder: University of Colorado, Laboratory of Educational Research, (offset). (ERIC Identifier: ED160723).
  32. Glass, G. V, Coulter, D., Hartley, S., Hearold, S., Kahl, S., Kalk, J. and Sherretz, L. (1978). Teacher "indirectness" and pupil achievement: An integration of findings. Boulder, CO: University of Colorado, Laboratory of Educational Research. 18 pp.
  33. Mumford, E., Schlesinger, H.J. & Glass, G. V (1978). A critical review and indexed bibliography of the literature up to 1978 on the effects of psychotherapy on medical utilization. Denver: Univ of Colorado Medical Center. 222 pp.
  34. Glass, G. V & Smith, M. L. (1978). Statement to the United States Senate Finance Committee on the Benefits of Psychotherapy. Boulder: University of Colorado, Laboratory of Educational Research, (offset).
  35. Smith, M. L. & Glass, G. V (1979). Class-size and non-achievement effects. San Francisco: Far West Laboratory for Educational Research and Development, July 1979.
  36. Schlesinger, H.J., Mumford, E. & Glass, G. V (1979). The effects of psychological intervention on recovery from surgery. Paper presented at the annual meeting of the Society for Psychotherapy Research; Oxford, England; 23 June 1979.
  37. Barton, M. A. & Glass, G. V (1979). Integrating studies that have quantitative independent variables. Paper presented at the Annual Meeting of the American Educational Research Assoc.; San Francisco, April 1979.
  38. Glass, G. V, Rutherford, A. R., Williams, D. D. & Barton, M. A. An Evaluation of the bilingual/bicultural education program of Mesa Valley County School District. Boulder: Laboratory of Educational Research, Univ of Colorado, March 1979, 30 pp.
  39. Schlesinger, H. J., Mumford, E.; & Glass, G. V (1979). Mental health services and medical utilization. Paper presented at the annual meeting of the Amer Assoc for the Advancement of Science; San Francisco; 6 Dec. 1979.
  40. Glass, G. V (1979). Schooling and unemployed youth. Paper presented at a symposium sponsored by the National Commission for Employment Policy. Washington, D.C.; 6 Sept. 1979.
  41. Glass, G. V (1979). Synthesizing empirical research: meta-analysis. Paper presented at a conference on Research Synthesis, National Institute of Education; Washington D.C.; 15 November 1979.
  42. Mumford, E., Schlesinger, H. J. & Glass, G. V (1980). Problems in Analyzing the Cost-Offset of Mental Health Services in Primary Care, Mental Health System Reports, Mental Health Services in Primary Care Settings, Series DN No. 2, Institute of Medicine, National Academy of Sciences, 1980.
  43. Glass, G. V (1980). Psychoanalytic views of teaching: two cases. Paper presented at the University of Illinois, 23 Jan. 1980, 40 pp.
  44. Glass, G. V (1981). The judges and the social scientists. Paper delivered at the Annual Meeting of the Colorado School Lawyers; Colorado Springs; 7 Dec. 1981, 19 pp.
  45. Glass, G. V (1980). Integration of Research Studies: Meta-Analysis of Research. Methods of Integrative Analysis; Final Report. Boulder, CO: Laboratory of Educational Research, University of Colorado. (ERIC Identifier: ED208003).
  46. Glass, G. V & Camilli, G. C. (1981). "Follow Through" Evaluation. Boulder, CO: Laboratory of Educational Research, University of Colorado. (ERIC Identifier: ED244738).
  47. Glass, G. V (1981). Assessment of the effectiveness of computer- assisted instruction in the ETS-Los Angeles study. In Ragosta, M. (Ed.), Computer assisted Instruction and Compensatory Education. Princeton, NJ: ETS.
  48. Schlesinger, H. J., Mumford, E., Glass, G. V, Patrick, C. & Sharfstein, S. S. (1981). Mental health treatment and medical care service utilization in a fee-for service systems, Sept. 1981.
  49. Anderson, R. D., Kahl, S. R., Smith, M. L., Yeany, R. H. & Glass, G. V (1981). The major questions addressed by the extant science education research. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching; NY, March 1981.
  50. Schlesinger, H. J., Mumford, E., Glass, G. V & Patrick, C. (1981). Medical utilization following mental health treatment of persons with chronic physical diseases. Paper presented at the Annual Meeting of the Society for Psychotherapy Research; Aspen, CO,; 20 June 1981.
  51. Kliegl, R. M. & Glass, G. V (1981). Remarks on analysis of interrupted time series experiments. Unpublished paper. Boulder: Laboratory of Educational Research, Univ of Colo.
  52. Shepard, L. A., Smith, M. L., Davis, A., Glass, G. V, Riley, A. & Vojir, C. (1981). Evaluation of the identification of perceptual-communicative disorders in Colorado. Boulder: Laboratory of Educational Research, Univ of Colorado. Feb. 1981, 275 pp.
  53. Glass, G. V (1982). The accountability movement. Paper presented at a Public Forum on Accountability in Education of the League of Women Voters. Denver; 3 April 1982, 10 pp.
  54. Glass, G. V (1982). Searching for Loren Eiseley: An attempt at reconstruction from a few fragments. Republished at the website American Buddha. Retrieved on July 15, 2003, from http://www.american-buddha.com/eiseley.bio.htm#LOREN%20EISELEY%20BIOGRAPHY.
  55. George, C. A. and Glass, G. V (1982). Evaluation Report on the Mesa County Valley School District Year-round School Program. Laboratory of Educational Research, Univ of Colorado, Oct. 1982, 34 pp.
  56. Scriven, M., Glass, G.V and Davis, W.A. (1982). Evaluation of the Intensive Summer Language Training Programs. San Francisco: University of San Francisco.
  57. Okada, M., Besel, R. R., Glass, G. V, Montoya-Tannatt, L. & Bachelor, P. (1982). Synthesis of reported Evaluation and Research Evidence on the Effectiveness of Bilingual Education. Los Alamitos, CA: National Center for Bilingual Research, 125 pp.
  58. Okada, M; Bessel, R. R.; Coen, C.; Glass, G. V; Bachelor, P.; and Montoya-Tannatt, L. (1983) Synthesis of Reported Evaluation and Research Evidence on the Effectiveness of Bilingual Education. Los Alamitos, CA: National Center for Bilingual Research, 97 pp.
  59. George, C. A. & Glass, G. V (1983). Evaluation Report on the Mesa County Valley School District Year-round School Program, 1982- 1983. Boulder: Laboratory of Educational Research, Univ of Colorado-Boulder, 32 pp.
  60. Glass, G. V (1983). What's wrong with meta-analysis: interpreting and using knowledge from the social sciences. Past President's Invited Address to the Rocky Mountain Psychological Assoc. Salt Lake City, Utah.
  61. Glass, G. V (1983). Class size, tutoring and time-on-task. Paper presented to the Indiana State Board of Education.
  62. Hopkins, B. R., Glass, G. V & Hopkins, K. D. (1984). Test Item File for Statistical Methods in Education and Psychology, Englewood Cliffs, N.J.: Prentice-Hall. 88 pp.
  63. Glass, G. V (1984). The Effectiveness of Four Educational Interventions. Report #84-A19, Institute for Research on Educational Finance and Governance, Stanford University. 83 pp.
  64. Glass, G. V (1984). Comments on Karier's "Roots of the Psychological Society: Religion as an Obsessional Neurosis," Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans; 24 April 1984.
  65. Kreitzer, A. & Glass, G. V (1986). Policy considerations in conversion to year-round schools. Occasional Paper #1, Laboratory for Policy Studies in Education, University of Colorado-Boulder, 12 pp.
  66. Glass, G. V & Ellwein, M. C. (1987). Some generalizations about reform by raising test standards. Paper presented at the 1987 Annual Meeting of the American Educational Research Association, 24 April. Washington, D. C.
  67. Ellwein, M. C. & Glass, G. V (1987). Standards of Competence: A Multi-Site Case Study of School Reform. Project: Effects of Testing Reforms and Standards. Boulder, CO: Laboratory of Educational Research, University of Colorado. (ERIC Identifier: ED293883)
  68. Glass, G. V (1987). Two problems in meta-analysis. Paper presented Keynote address at the 60th annual meeting of the National Association for Research on Science Teaching, 24 April, Washington, D. C.
  69. Hopkins, K. D., Glass, G. V & Hopkins, B. R. (1987). Test Item File for Basic Statistics for the Behavioral Sciences, 2nd Edition. Prentice- Hall, Englewood Cliffs, N. J.
  70. Glass, G. V (1988) At Last—A Better A Way To Measure Class Size: A step-by-step guide for local associations. Washington, D.C.: National Education Association. 9 pp.
  71. Ellwein, M. C. & Glass, G. V (1988). Tests for admission to teacher training: Uncommon views of test bias. Pp. 133-142 in Gunn, C. (Ed.) Proceedings of the Holmes Group. Salt Lake City, Utah: School of Education, University of Utah.
  72. Hicken, S. & Glass, G. V (1989) EZQuant. (A computer manual.) Phoenix, AZ: Microsystems.
  73. Lee, F. Y., Moyer, J. & Glass, G. V (1989). The relationship of temperament to play behavior in young children. Paper presented to the Southwestern Society for Research in Human Development. April, 1990.
  74. Kreitzer, A. & Glass. G. V (1990). Policy Considerations in Conversion to Year-round Schools. New Brunswick Educational Administrator. No. 19. April 1990, 1 - 5.
  75. Glass, G. V (1990). Interview with Gene Glass. Network News, 1, No. 3, Spring, 1-3. (Newsletter of the Arizona Educational Evaluation Network; ISSN 1047-6156.)
  76. Glass, G. V (1991). Some remarks on setting standards for the National Assessment. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, April 4, 1991.
  77. Guzzetti, B. J., Snyder, T. E. & Glass, G. V (1991). Promoting conceptual change in science: Can texts be used effectively? Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, April 4, 1991.
  78. Guzzetti, B. J. & Glass, G. V (1992) Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Paper presented at the Annual Meeting of the American Educational Research Association, April 1992, San Francisco.
  79. Glass, G. V (1992). Meta-analysis in exercise science. Paper presented at the annual meeting of the American College of Sports Medicine. San Diego, CA. November 13, 1992.
  80. Glass, G. V & Martinez, B. (1993). The politics of Teacher Evaluation. Paper commissioned by the Center for Research on Accountability and Teacher Evaluation, Western Michigan University. Presented at its Cross-cutting Theory Conference, June 4-6, 1993, and subsequently published in the Proceedings and the Center's Monograph Series.
  81. Glass, G. V (1993). Education resources on the INTERNET. Paper presented at the Annual Meeting of the American Educational Research Association. Atlanta: April.
  82. Glass, G. V (1994). Papyrophiles vs. cybernauts: The future of scholarly publication. Invited address to the Midwestern Educational Research Association. Chicago, Ill: October 13, 1994.
  83. Glass, G. V (1995). AERA and Educational Research in the Next Century. Paper presented at the AERA Ex-Presidents Panel at the AERA Annual Meeting in San Francisco, April 1995.
  84. Lee, F. Y., Glass, G. V & Hattick, V. (1996). Teachers' perceptions of Asian parent involvment in elementary schools. Presented at Assoc. for Teacher Education in St. Louis, February 1996).
  85. Webb, L. D., Glass, G. V, Metha, A. & Cobb, C. D. Economic correlates of suicide in the United States (1929-1992): a time series analysis. Suicide and Life-Threatening Behavior. Paper presented at the annual conference of the American Association of Suicidology. Bethesda, MD. April 17, 1998.
  86. Cobb, C. D., & Glass, G. V (April 1998). Enrollment trends in urban school districts: racial and economic segregation. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
  87. Glass, G. V & Cobb, C. D. (1997). Projected impact on minority groups of the Arizona graduation competency test. Education Policy Studies Laboratory, Policy Brief No. 27, College of Education, Arizona State University.
  88. Berliner, D., Glass, G. V., Vrasidas, C., Fetterman, D., & Behrens, J. (1999, April). The nature of scholarly reporting on the internet. Symposium presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada.
  89. Glass, G. V & Martinez, B. A. (1999) The Politics of Teacher Evaluation. Tempe, AZ: College of Education, Arizona State University. (First presented at the Cross-cutting Theory Conference on Teacher Evaluation of CREATE, Western Michigan Univ., July 1993.)
  90. Glass, G. V (1999). Meta-analysis at 25. Paper presented to Office of Special Education Programs Research Project Directors' Conference, U.S. Department of Education. Washington D.C., July 15,1999.
  91. Tirupalavanam G. G., Glass, G. V, Andrews, S., Middleton, J. A., Leavy, A., and Jennings, T. (2000). Scholarly Electronic Journals: Economic and Technical Issues. Paper presented at the Annual Convention of the Association of Educational Communications and Technology. Long Beach, CA. February 17, 2000.
  92. Glass, G. V (2000). The future of meta-analysis. Paper presented at the UC-Berkeley—Stanford Colloquium on Meta-Analysis. Department of Psychology, University of California-Berkeley. March 17, 2000.
  93. Cobb, C. D., Glass, G. V & Crockett, C. (2000). The U.S. Charter School Movement and Ethnic Segregation. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA. April 2000. Available online at http://www.leeds.ac.uk/educol/documents/00001410.htm.
  94. MacSwan, J. & Glass, G. V (2000). Problems of Construct Validity with the Pre-LAS Espanol and Other Reasons Not to Assess Children's Native Language. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA. April 2000. Retrieved June 19, 2005 from http://glass.ed.asu.edu/gene/papers/aera2000/.
  95. Glass, G. V (2000). Anonymous FTP: Dare we risk it? Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA. April 2000. Available: http://glass.ed.asu.edu/gene/papers/aera2000/
  96. Glass, G. V (2000). The Tolerance of Psychometric Oversimplifications. Paper presented at the RACE 2000 Conference. Tempe, AZ. January 2000.
  97. Ganesh, T. G., Glass, G. V, Andrews, S., Middleton, J. A., Jennings, T. A. & Leavy, A. (2000). Scholarly electronic journals: Economic and technical issues. In K. E., Sparks & M. Simonson (Eds.), 22nd Annual Proceedings: Selected Research and Development Papers Presented at the 2000 National Convention of the Association for Educational Communications and Technology (pp. 129-136). Columbus, OH: RTS & Associates, Inc.
  98. Glass, G. V & MacSwan, J. (2001). Problems in applying traditional psychometric criteria in the development of tests of native language ability. Paper presented at the Annual Meeting of the American Educational Research Association. Seattle, April 9-14.
  99. Glass, G. V (2001). Foreword to The Great Psychotherapy Debate by Bruce Wampold. New York, N.Y.: Lawrence Erlbaum.
  100. Glass, G. V (2002). Why the Academy doesn't value the scholarship of teaching. Paper presented at the Conference on Scholarship of Teaching and Learning. Tempe, AZ: Arizona State University, January 24, 2002.
  101. Vrasidas, C. & Glass, G. V (2002). A conceptual framework for studying distance education. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA. April 4, 2002.
  102. Rolstad, K., Mahoney, K. & Glass, G. V (2002). The big picture: Meta-analysis and the effectiveness debate in bilingual education. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA. April 5, 2002.
  103. Glass, G. V & Edholm, C. A. (2002). The AIMS Test and the Mathematics Actually Used by Arizona Employees. Tempe, AZ: Education Policy Studies Laboratory, Arizona State University. Available at http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0210-122-EPRU.html.
  104. Cobb, C. D. & Glass, G. V (2003). Arizona Charter Schools: Resegregating Public Education? Paper presented at the Annual Meeting of the American Educational Research Association. Chicago, IL. April 24, 2003.
  105. Glass, G. V (2004). Teacher evaluation. Policy Brief EPSL-0401-112-EPRU. Tempe, AZ: Education Policy Studies Laboratory, Arizona State University. Available at http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0401-112-EPRU.pdf
  106. Glass, G. V (2004). The Condition of Choice in Arizona Public Schools: 2004. Brief #10 in Molnar, A. (Ed.). The Condition of Pre-K-12 Education in Arizona: 2004. Tempe, AZ: Education Policy Studies Laboratory. Available at http://www.asu.edu/educ/epsl/AEPI/AEPI_annual_reports.htm.
  107. Glass, G. V (2005). Tomorrow's Scholarship in Education: Free-To-Read. Show and Tell, Vol. 1, 18-19. (Published by the College of Education, Arizona State University.)
  108. Glass, G. V (2005). In memoriam, Julian Cecil Stanley. National Academy of Education Notes, 7(2), 10.
  109. Nichols, S.L., Glass, G. V., & Berliner, D. C. (2005, September). High-Stakes testing and student achievement: Problems for the No Child Left Behind Act. EPSL-0509-105-EPRU. Retrieved September 29, 2005 from, http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0509-105-EPRU.pdf
  110. Glass, G. V (2006). Review of "The Financial Impact of Ohio's Charter Schools." Tempe, AZ: Education Policy Studies Laboratory, Arizona State University. Retrieved August 1, 2006 from http://www.asu.edu/educ/epsl/EPRU/ttreviews/EPSL-0608-204-EPRU.pdf
  111. Glass, G. V (2006). Introduction to Rallis, S. F.; Rossman, G. B.; Reagan, T. G.; Cobb, C. D.; & Kuntz, A. M. (2007). Leading Dynamic Schools: How to Create and Implement Ethical Policies. Thousand Oaks, CA: Corwin Press.
  112. Nichols, S., Karcher, M., Glass, G.V., & Berliner, D. C. (2007, April). High-stakes testing and teachers: A study of state policy on teacher morale and job satisfaction. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
  113. Nichols, S.L., Karcher, M., Glass, G. V, & Berliner, D. C. (2007). The impact of high-stakes testing on teacher morale and job satisfaction. Paper presented at the annual meeting of the Southwest Educational Research Association, San Antonio, TX.
  114. Glass, G. V (2007) Report Card on Education Gets Bad Grades on Research, Analysis. Think Tank Review Project. Tempe, AZ: Education Policy Studies Laboratory, Arizona State University. Retrieved January 15, 2007 from http://epsl.asu.edu/epru/ttreviews/EPSL-0701-224-EPRU.pdf.
  115. Nichols, S. L.; Karcher, M.; Glass, G. V; Berliner, D. C. (2007). The impact of high-stakes testing on teacher morale and job satisfaction. Paper presented at Annual Meeting of the American Educational Research Association. April 12,2007, Chicago, IL.
  116. Glass, G. V (2007). Is past prologue? Paper presented at the Annual Meeting of the American Educational Research Association. April 10, 2007, Chicago, IL.
  117. Glass, G. V Foreword to Rallis, Sharon F.; Rossman, Gretchen B.; Cobb, Casey D.; Reagan, Timothy G.; Kuntz, Aaron M. (2008). Leading Dynamic Schools: How to Create and Implement Ethical Policies. Thousand Oaks, CA: Corwin Press.
  118. Glass, G. V (2008). Alternative certification of teachers. Boulder, CO: Education and the Public Interest Center, University of Colorado. Retrieved June 1, 2008, from http://epicpolicy.org/publication/alternative-certification-of-teachers.
  119. Glass, G. V (2009, March) Contributor and Signatory to "Speaker of the Arizona House Of Representatives and President of the Arizona Senate, Petitioners v. Miriam Flores, et al. Respondents. On Writ of Certiorari to the United States Court of Appeals for the Ninth Circuit. Brief Amici Curiae of AERA Past-Presidents in Support of Neither Party."
  120. Glass, Gene V & Welner, Kevin G. (2011). Online K-12 schooling in the U.S. Boulder, CO: National Education Policy Center, School of Education, University of Colorado Boulder. Avaialbale at http://nepc.colorado.edu/publication/online-k-12-schooling.
  121. Glass, Gene V (2014). Review of The Productivity of Public Charter Schools. Boulder, CO: National Education Policy Center. Retrieved August 19, 2014 from http://nepc.colorado.edu/thinktank/review-productivity-public-charter.

Translations:

  1. Glass, G.V. Translation of "Der Irrtum des Pestalozzi" (Pestalozzi's Error) by Siegfried Bernfeld (Zeitschrift fur Psychoanalytische Padagogik, 1926-27, 1, 136-142) August 1980.
  2. Glass, G.V. Translation of "Die Erziehung des Erziehers" (The Education of the Educator) by Mary Chadwick (Zeitschrift fur Psychoanalytische Padagogik, 1930, 4, 356-370.) July 1980.
  3. Glass, G.V. Translation of "Ein Beitrag zur Psychoanalyse des Padagogen" (A contribution to Psychoanalytic Pedagogy) by Steff Bornstein (Zeitschrift fur Psychoanalytische Padagogik, 1933, Vol. 7, pp. 314-321). 12 pp. June 1980.
  4. Glass, G.V. Translation of "Zur Psychologie des Lehrers, der Schuldisziplin und des Strafens" (On the Psychology of the Teacher, School Discipline and Punishment) by Sybille L. Yates (Zeitschrift fur Psychoanalytische Padagogik, 1931, 5, 300-303.)
  5. Glass, G.V. Translation of "Padagogische Diskussionsbemerkungen zur psychoanalytischen Trieblehre" (Pedagogical Observations on Psychoanalytic Drive Principles) by Frieda Fromm-Reichman (Zeitschrift fur Psychoanalytische Padagogik, 1930, Vol. 1, pp. 38-44). July 1980.

Service to Government and Professional Organizations

Chairman, American Educational Research Association, Research Training Presessions Committee, February 1967-1968.

Member of the Head Start Research and Evaluation Committee, Office of Economic Opportunity, November 1967-1969.

Chairman of Graduate Student Seminars Program, AERA Annual Meeting, 1970.

Chairman, Educational Testing Service Invitational Conference on Testing Problems, 1970.

Member-at-Large of the Association Council of the American Educational Research Association, 1972-74.

Member of the President's Committee on Mental Retardation, 1978-79.

Advisory Board on Education, RAND Corporation, 1974-78.

Analysis Advisory Committee of the National Assessment of Educational Progress, 1975-80.

Co-founder and Chair (1999-200) of the AERA Special Interest Group on Communication of Research. http://aera-cr.ed.asu.edu.

Member of numerous panels, ad hoc committees and site-visit teams for the Federal Government from 1965 to the present.

Research Management

Served as principal or co-principal investigator on the following research or research training grants:

Principal Investigator, Analysis of Time-Series Experiments. 1965-67. USOE small-contract program: $6,000

Principal Investigator, AERA Research Training Sessions Program. 1968. USOE: $86,000.

Co-investigator (with K.D. Hopkins), Title IV Research Training Program of the Laboratory of Educational Research, University of Colorado. 1967-1980 USOE: $325,000

Principal Investigator: Evaluation of Compensatory Education. 1970. USOE: $105,000

Principal Investigator: Evaluation of Compensatory Services to Special Student Populations. 1970. USOE: $25,000

Co-investigator (with William L. Goodwin):Design for a Consortium for the Training of Educational Evaluators and Developers. 1970. $40,000

Co-investigator (with Blaine R. Worthen), Recommendations for the Evaluation of Experimental Schools Projects of USOE. 1971. USOE: $25,000

Principal Investigator, Acceptance of Self and Acceptance of Others.1972. USOE: $4,500

Principal and Co-Investigator (with Kenneth Hopkins). Assessment of Educational Progress in Colorado. 1968-72. Colorado Department of Education: $30,000

Principal Investigator, Project MIX. 1971. Colorado Department of Education: $3,100

Principal Investigator. Benefits of Psycho-therapy. Spencer Foundation, 1976-78. $30,000

Principal Investigator. Methods of Research Integration. National Institute of Education, 1978-80. $90,000

Co-Investigator with Herbert Schlesinger and Emily Mumford-University of Colorado, Health Sciences Center). Cost-offset of medical expenses from psychotherapy. National Institutes of Mental Health, 1979-83. $300,000

Principal Investigator. Case Studies on Raising Standards: A multisite naturalistic study of educational reform. OERI, U.S. Department of Education. 1985-86. $80,000

Co-Investigator with Zung vu Tran, Arizona State University. $150,000 grant from the National Institutes of Health for research on the Effects of Exercise on Low Density Lipoproteins. 1988-1990.

Principal Investigator. Assessment of Cisco Networking Academies. $150,000 grant from Cisco Systems. 1998-99.

Principal Investigator. Digitizing of the Journal of American Indian Education. $22,000 grant from the John D. and Catherine T. MacArthur Foundation. 1999

Principal Investigator. Telecommunications Services to the American Educational Research Association. $60,000. 1997-2005.

Co-principal Investigator. Discipline Based Study of Education. Spencer Foundation. $400,000. 2002-2005.

at No comments:

Wednesday, December 3, 2025

Papyrophiles vs Cybernauts:
The Future of Scholarly Publication

Papyrophiles vs Cybernauts:
The Future of Scholarly Publication

Gene V Glass
Arizona State University
glass@asu.edu

(A paper presented to the Annual Meeting of the Mid-Western Educational Research Association; October 13, 1994; Chicago, IL.)

            My involvement with technology began early and inauspiciously.

            In 1959, I was Bob Stake's computer programmer on a quantitative psych research project. I programmed a Burroughs 205 computer in machine language (the 205 console later served as the console for the Batcomputer on TV's Batman series). The machine had 4096 memory locations for storing data and operations; it used paper tape input and output; it took up an entire floor of Nebraska Hall. I now carry equivalent computing power on my wrist.

            In 1962 I went away to graduate school at U Wis-Madison. In that era we all worshiped at the altar of the CDC 1604 mainframe. I learned three different programming languages before I finally threw up my hands and refused ever again to touch a computer. I made good on that promise for 25 years.

            When I went to ASU in 1986, I was given an IBM AT PC as part of the "computer infusion" program of the University. I did not welcome it, but I didn't turn it down. I can honestly say that I hated computers at that point. It sat on the corner of my desk for two years before I ventured to turn it on. My first attempts were like yours--fumbling hours of frustration bringing forth little. It wasn't until a student showed me how to send a letter--an actual letter--from one computer to another across the phone line, that I took an interest in the machine. (Interest born of guilt at deserting my students for the summer when I escaped the desert heat for the Colorado Mountains. With email, I could be in touch without being there.) That was in the Spring of 1989. BY the Fall of 1989 I was using email to communicate outside of class hours with my students. In January 1990, I started a BITNET LISTSERV discussion forum on education policy; it will be five years old in a few months--it distributes to a few thousand readers some dozen or so postings a day.

            In January 1993, I started a refereed scholarly journal that exists entirely on the INTERNET; as far as I am concerned, it never has to touch paper--whether end-users want to read it on paper is their business. I asked thirty people whose writing on the policy forum had impressed me to serve as an Editorial Board; none declined. I set up the LISTSERV parameters for EDPOLYAR, and christened the whole endeavor the Education Policy Analysis Archives. Within three weeks we had 800 subscribers (who pay nothing) and had published our first article. Later came gopher and the World Wide Web and thirty articles in less then two years.

            EPAA has 1500 direct email "subscribers" and 40 gopher hits (at just one of its four locations) on an average day. One of its leading competitors in the education policy analysis publishing business just saw its subscriptions ($100 a year for about 300 pages) fall below 200. It's no mystery what is going on here; it is simple economics and in publishing, as elsewhere, it rules. Other things rule too--like culture and professional norms. They will play their role in shaping the future of research publication as well. (n.b.: at this time, April 1997, I have discontinued distributing the journal via email and gopher and now rely solely on the World Wide Web; the average daily number of persons accessing the journal on weekdays is about 600.)

            In February 1991, Ann Okerson, Director of the Office of Scientific and Academic Publishing of the Association of Research Libraries, estimated that there were about thirty networked electronic journals. As of October 1994, I can find over two hundred scholarly electronic journals on the INTERNET, and give you simple directions for accessing all of them (gopher to gopher.cic.net to connect to the Committee on Institutional Cooperation Network). In fact, Okerson herself in a press release dated May 23, 1994 reported that her organization had located 440 refereed electronic journals or scholarly newsletters. I know of a dozen ejournals in professional education, including EPAA, the Journal of Virtual Culture, Education, Research and Perspectives, Journal of Educational Theory, Interpersonal Computing & Technology, Journal of Counseling and Development, Journal of Distance Education & Communication, Journal of Higher Education, Journal of Statistics Education, Journal of Technology Education, New Horizons in Adult Education, Rasch Measurement Transactions, Society for College & Univ. Planning News, TESLEJ: The Teaching of English as a Second Lang., The Chronicle of Higher Education, Distance Education Online Symposium News, EduCom Review, Education and Human Resources Reports (NSF), Educational Uses of Industrial Technology News (EDUCOM), and the Journal of Extension.

            Perhaps you will concede that electronic publishing is different--different in its economics, different in its conveniences, but maybe even different in more fundamental ways. Let's explore some of the differences.

The Comparative Advantage of the Ejournal

            I have edited three journals on paper--going back to 1968 when I took over the Review of Educational Research for AERA and extending forward to 1985 when I finished editing the American Educational Research Journal for the very same AERA--and one ejournal. In my experience, the ejournal has been superior in every respect: cheaper to produce, faster, more accurate, better written. Typically I receive an article submitted to EPAA in the form of an email letter and mail it that day or the next to the entire editorial board, thirty individuals who donate their time to the journal just as referees always have. Those who submit reviews are self-selected on the basis of how busy they are and how appealing the topic of the article is. Within a week to ten days, I receive back from the board an average of about five to ten reviews. This compares with an average of two reviews in four to five months which was average for any paper journal I have edited or submitted to. I make a decision and send it and the reviews to the authors within a day or two of receiving the editorial board opinion. The article is in my office for less than two weeks. And some reason that is not at all clear to me, the reviews I have received from the EPAA board are long and more carefully done than what I received when editing paper journals--perhaps it is because since I can canvas the entire board on every submission, those who send reviews have special interest and expertise on the topic of the article being reviewed. The result is that authors are grateful for the reviews, which surpass any of those in their experiences in scholarly publishing, they work harder on revisions and they produce better final drafts. The first article that we published in EPAA was submitted, reviewed, revised and published in 14 days; and the author is at Deakin University in Melbourne, Australia.

            The ejournal is not only faster and cheaper than its paper counterpart, but because of improved review by referees, it ought to be better too. Here's another respect in which ejournals are superior. The second issue of EPAA contained an article written by David Berliner, a colleague of mine: "Educational Reform in an Age of Disinformation," is the approximate title. This summer, a reader discovered that two of the tables in David's article contained some substantial errors in average SAT scores broken down by ethnic group. David had relied on an original source that was in error and the error did not become apparent until this reader tracked down the discrepancy in a new source. As soon as the correct figures were verified, we took the file of David's article off the gopher server and rewrote the tables and then archived the corrected version. Now anyone who accesses David's article (and it is transferred by someone about two times a day on average) gets the correct data. Contrast this with the correction of errata in paper journals; the error is corrected in some future issue on a back page and is not even indexed by the major abstracting and indexing services; a reader may, but more likely may not, see the correction, unless they search every page of every future issue of the journal (editors have a way of sticking these corrections into blank space wherever it might occur).

            Odlyzko again, who edited a mathematics journal and experienced some of the advantages of telecommunications in connection with scholarly publication: "I am convinced that electronic publishing that is free to readers will take over in science and mathematics. It is impossible to predict accurately the date of transition. The basic technology that makes it possible is here, so it's a matter of guessing how soon the necessary infrastructure of editorial systems can be developed, and how quickly it will be accepted by the community. If nothing is done, I expect that traditional paper journals will become irrelevant to mathematicians' needs within 10 years. They might survive for a while longer, just because of the inertia of the entire academic publishing and library system, but then there might come a sudden transition, as the realization spreads that this system is obsolete."

            Ejournals are easier to read, to quote in one's own writing, to share with colleagues and students. Most of these advantages are obvious and do not need explanation. But let me elaborate on one advantage that is not utterly obvious: readability. When I have an article in a word processor in my PC, I have far greater ability to move quickly around that article and find what is important to me than when it is on paper. Moving from the body of the text to the References is as fast as typing the first few letters of the authors name into the Search window of the word processor. And my own bibliographies grow quickly and with fewer errors when I cut and paste electronically the references I want from sources I trust.

            The e-revolution will eradicate the costly "reprint" business. Commercial publishers charge profitable rates for reprints of published articles that are then mailed to authors who individually mail copies as they are requested. The entire process is slow, cumbersome and expensive. For years, impoverished academic libraries in eastern Europe were unable to subscribe to journals and authors sensed that the archaic reprint request system was the only means many scholars had of putting their hands on the literature. By contrast, I receive about three requests a week for copies of an EPAA article by a person who can not figure out any of the several means of obtaining a copy. It takes me about 15 seconds to email them a reprint.

Scholarly Organizations

            Let's consider what the ejournal movement might mean for scholarly organizations. Take AERA as a case in point.

            AERA has about 20 thousand members and the average member pays $50 a year in dues, so the Association's income (not counting grants and Annual Meeting revenues and a few assorted items) is about a million dollars a year. Bill Russell tells me that about two-thirds of the budget goes to produce the Association journals (a half dozen of them); that's a bit over $600,000 a year to edit, print and ship scholarly journals. What would these figures look like if AERA chose to publish all of its journals electronically? There would be the time and talents of the editor and the editorial board and technical help for the editor (word processing and the like); this is now donated to the Association by the editor's institution- -and donated gladly since the institution is happy to have its name proudly appearing in front of the face of everyone who opens the journal. Likewise, the disk space to store the e-files for INTERNET access is a trivial item that no one would charge for (about one floppy disk per yearly volume). In short, I can easily imagine AERA publishing all of its journals electronically across the INTERNET at no cost to the membership--no cost. This is not a pipe dream; I have done it myself for two years and it can be done.

            What would this do to the Association? How would it adapt? What role would it then play in the whole scholarly publication scene? These are tough questions that are currently occupying the thoughts of the AERA Ad Hoc Committee on Telecommunications, which Jane Stallings formed this past summer and asked me to chair. There are no easy answers, but I think it is quite possible for AERA to give up its paper journals and continue to perform a central role in the future of educational research. Indeed, organizations like AERA may very well play an enhanced role in the scholarly e-world. When anyone can launch a scholarly journal on a shoe-string, then precisely who does so is a matter of heightened urgency. AERA has always played a gate-keeper function in education research. When the gates swing open wide, the keeper's role will become more critical. As information explodes and dozens or hundreds of electronic resources vie for your attention, whose archive will you take the time to visit: Joe Schmo's or the one sanctioned by the Association?

Libraries

            The role of traditional university libraries in the e-revolution is very difficult to divine. By and large, they are sitting back, studying the situation but not acting. By history and by culture, librarians are trained to archive and retrieve text-- paper text. They are not much trained in computers and far less so on how to navigate the INTERNET. It is clear that they should be aggressively tracking, collecting and archiving the burgeoning field of electronic publication, but almost none of them are. But it will come; as soon as the first major library (a Berkeley or an Urbana or an Ann Arbor) commits itself to archiving ejournals, there will be a stampede of librarians to learn the INTERNET and follow suit. Presently, librarians seem to preoccupied with all the wrong issues that e-text presents: plagiarism (not different in any important respect from the questions that Xerox machines raised when they appeared on the scene), ephemerality of ejournals (forgetting that most paper journals have half lives equal to the morning dew), access costs (there will be none).

            Libraries will be forced into the e-world by the economics of publication. Scholarly publication has increased exponentially for the last two centuries (Price, 19 , estimates that the doubling time of the scholarly literature is 10 to 15 years). The costs of printing have risen at rates faster than the general inflation rate. John Franks estimates that the cost of scholarly journals has risen at a rate of 13.5% per annum for the last decade--that means a doubling in cost every five-and-a-half years. Consequently, libraries are acquiring smaller and smaller fractions of the materials that their patrons wish to access. Their solution to this crisis is to put more into interlibrary loan; fill out a form and wait up to three weeks for a paper copy of a journal that your library can't afford to own. Concurrently, the costs of electronic storage of information have declined precipitously. I hardly need to recite the statistics for you; they are mind boggling. Andrew Odlyzko estimated that all the published mathematical work in history could be stored (formulas and all) in 50 gigabytes--a gigabyte of disk space (about 5 times the size of your typical PC hard drive capacity) now sells for about $500. Volume 1 and half of Volume 2 of my journal, EPAA, fit on one high density 1.44 floppy. No shelf storage; no dusting; no loaning and retrieving--just information at your fingertips or on your hard drive for pennies.

            Currently, to obtain a copy of an article in a scholarly journal, I have to drive to campus, walk to the library, navigate the catalogue system, find the volume in the stacks, find a Xerox machine and copy pages at $.10 per copy if I am lucky and someone has not cut the article out of the book. To obtain an article from an ejournal, all I have to do is log on to the INTERNET, go to my gopher bookmark for the journal, locate the article and download it into my PC--it takes about 10 minutes and costs nothing.

            A serious problem is that all this contemporary growth in scholarly communications is taking place, not within the purview of traditional academic librarians, but under the direction of "information technology" professionals. Now the latter are a flashy bunch with a strong sense of service--often more closely aligned with the values of the business world than the academy. But they lack the librarians sense of permanence, of keeping the historical record of the disciplines, of holding on to resources--librarians even call their books and journals "holdings." Ejournals now, outside the academic library system, occupy a precarious position. My journal, EPAA, essentially is archived in about five locations, four of which I could erase in a matter of about thirty minutes if I so chose. Similarly, they could be quickly and inexpensively moved and archived elsewhere if the need arose. But this type of tenuous hold on posterity is the sort of thing that gives librarians nightmares, and rightly it should. But as simple as it would be for me to erase my journal and send it to oblivion, it would be nearly as simple for many libraries to archive their own electronic copy of it and protect it indefinitely. That which makes ejournals fragile also makes them resistant to extinction. In a future of electronic archives, we can not even imagine an inferno like that which consumed the Library at Alexandria and wiped out the written wisdom of the day.

Commercial Publishers

            What will e-publication mean for commercial publishers of scholarly journals? It will mean that they will have to get out of the business. Some of them are frantically attempting to devise schemes of charging users for each and every access to an etext archive-- even attempting to block any file transfer or "downloading." It is clear to even a computer rookie that anything you can see on your screen, you can capture electronically. The commercial publishers can not control the wide sharing of etext, so they can't make money off of it. Some of them imagine that a commercial editorial office can add enough value to an article through graphic art and the like that readers will be willing to pay. This seems like wishful thinking, when nearly every university department office has the expertise to produce good graphics and transmit them across the INTERNET in an instant. Indeed, the commercial publishers now lag far behind the academic community in mastering the means for information storage and retrieval. In spite of the ubiquity of electronic word processing, most paper publishers are still not capable of working from electronic text and must rekey all the original text (I was amazed four years ago when I offered my publisher an e-copy of a revision of a textbook I had written and they declined, saying that they have to rekey everything anyway).

            Again, universities have the incentive to "own" ejournals. They want their name in front of the public. And individual faculty in universities will happily devote their efforts to reviewing, editing and distributing the ejournals across the NET. It is not even relevant, it seems to me, to cost out the contribution of the editor's time in comparing paper publication to e-publication, since 1) the editor is not taking time away from more important activities to edit the ejournal and 2) even if we did cost out the ejournal editor vs the paper editor the ejournal editor would win (no time spent hassling with printers, correcting galleys, imploring authors to send back galleys they have sat on for a month, and the like).

            Patricia Battin, formerly University Librarian and Vice President for Information Systems at Columbia University, had it right, in my opinion: "The advent of electronic capabilities provides the university with the potential for becoming the primary publisher in the scholarly communication process. At the present time, we are in the untenable position of generating knowledge, giving it away to the commercial publisher, and then buying it back for our scholars at increasingly prohibitive prices. The electronic revolution provides the potential for developing university controlled publishing enterprises through scholarly networks supported by individual institutions or consortia."

            Okerson...sees more commercial scholarly epublishing with money made by access fees. This is very unlikely. It is unclear precisely what value a commercial publisher can contribute to the business of scholarly publishing. At one time, they brokered the array of services required to put manuscripts into type, print and distribute. Now these tools are owned by many--indeed, it is scarcely an exaggeration to say that they are owned by all. Commercial interests are likely to dominate book publication--as opposed to journal publication--for some time. But there is no inherent reason that books should not be published across the NET as readily as articles and monographs. Recently, a physicist in Florida announced on the INTERNET that anyone requesting a copy of his latest book (a set of reflections on the recent history of physics) would receive a free copy by return email; I got one; it was about 15,000 lines (300 pages) long; I sampled it and erased it.

            Harnad (1993) disagrees with those, like Okerson who imagine a viable commercial interest in scholarly publishing on the INTERNET: "I think not. Not only do I think that the true cost of purely electronic publishing would be more like the reciprocal of the paper publishers' estimates (which are based largely on how much electronic processing saves in PAPER publication), i.e., SAVINGS of 70-80%, but I also think this will put us over the threshold for an entirely different model of how to recover those costs and create a viable purely electronic scholarly publication system. That would be a scholarly subsidy model, whereby universities (especially their presses and libraries) and scholars' own learned societies support electronic publications, in place of a trade revenue model. Such a system would reflect more accurately the true motivational structure of scholarly publishing, in which, unlike in trade publishing, authors are willing to PAY to reach their colleagues' eye-balls, rather than the reverse: In physics and mathematics, page charges to the author's institution to offset part of the cost of publication are already a common practice in PAPER publication today. In electronic publication, where these charges would already be so much lower, they seem to be the most natural way to offset ALL of the true expenses of publication that remain. That, however, is not the subject of my paper, so I mention it only in passing. One thing of which I feel confident, however, is that, in line with the real motivation of scholarly publishing, scholars and scientists will NOT accept to have anonymous ftp access blocked by paper publishers invoking copyright. Either a collaborative solution will be reached, with paper publishers retooling themselves to perform those of their services that will still be required in purely electronic publishing, or scholars will simply bolt, and create their own purely electronic publishing systems."

The Medium and Modes of Scholarship

            What I have done to date is nothing but the porting of the concept of the scholarly journal from paper over to the INTERNET. It has been fun, and I sometimes allow myself to think that it might even be important, but it falls short of the capabilities of the INTERNET to improve scholarly communications. With the ease and near zero costs of electronically mediated communication, scholars should be experimenting with new ways of developing and sharing ideas and information.

            Stevan Harnad of Princeton University has been a leader in exploring new modes of scholarly communication--"scholarly skywriting, as he calls it. Harnad has developed an ejournal with the name Psycoloquy and a subscription list (all free, of course) of over 20,000 persons. Harnad's model involves publication and open published peer commentary. A focus article may prompt a half dozen published reactions from peers--a model that Harnad first developed at much greater expense in the paper journal known as The Brain and Behavioral Sciences.

            Harnad (1993): "The scholarly communicative potential of electronic networks is revolutionary. There is only one sector in which the Net will have to be traditional, and that is in the validation of scholarly ideas and findings by peer review. Refereeing can be implemented much more rapidly, equitably and efficiently on the Net, but it cannot be dispensed with, as many naive enthusiasts (who equate it with "censorship") seem to think.

"IMPOSING ORDER THROUGH PEER REVIEW

"I will now describe how peer review is implemented by PSYCOLOQUY, an international, interdisciplinary electronic journal of open peer commentary in the biobehavioral and cognitive sciences, supported on an experimental basis by the American Psychological Association. PSYCOLOQUY is attempting to provide a model for electronic scholarly periodicals. All contributions are refereed; the journal has an editorial board and draws upon experts in the pertinent subspecialties (psychology, neuroscience, behavioral biology, cognitive science, philosophy, linguistics, and computer science) the world over (Harnad 1990; Garfield 1991; Katz 1991).

"In addition to refereed "target articles," PSYCOLOQUY publishes refereed peer commentary on those articles, as well as authors' responses to those commentaries. This form of interactive publication ("scholarly skywriting") represents the revolutionary dimension of the Net in scholarly communication (Harnad 1992), but it too must be implemented under the constraint of peer review.

"The objective of those of us who have glimpsed this medium's true potential is to establish on the Net an electronic counterpart of the "prestige" hierarchy among learned paper journals in each discipline. Only then will serious scholars and scientists be ready to entrust their work to them, academic institutions ready to accord that work due credit, and readers able to find their way to it amidst the anarchic background noise."

            EPAA has a companion discussion forum, so to speak, although the forum preceded the journal by about three years. It is common for an article published in EPAA to be discussed by several persons on EDPOLYAN, a LISTSERV that deals with the analysis of education policy at all levels of the educational system. My original conception of EPAA was far different from what I have been able to bring about. My many years of editing journals--and acting as a reviewer--have made me fairly cynical about the value of the peer review. They are slow, often unconscionably so, too variable to permit drawing any kind of conclusion from a mere three or four of them, and too often sloppily done and, under the cover of anonymity, impolite. More than a few times as an editor have I edited out of referees' comments snide, cutting remarks that would bring their source a punch in the mouth were it not for anonymity. This is a human problem, as likely to emerge in the print mode as the electronic mode. (I once suggested to an editor on whose board I served that reviews would be quicker, fairer, more carefully prepared and more polite if not done anonymously. He suggested that I be the guinea pig. After an unpleasant two-hour phone call from the author of the first paper with which we tried this "nonymous" refereeing, the Editor and I gladly abandoned the reform.)

            My original idea for EPAA was that it be an ejournal that would publish nearly everything sent to it after a quick screening to see that it was relevant to education policy and reasonably well formatted. The published work would enter an archive to be retrieved by interested readers, after announcement of its publication and release to a wide mailing list of its abstract. In the archives, each retrieval of an article would be counted and recorded--this is a technical problem of no consequence and it is routinely done today (in fact, I can tell you how many times each EPAA article has been retrieved from the ASU gopher in the past two years). A running tally of retrievals is kept and interested readers can check the statistics at any moment to see what is popular. Furthermore, anyone who wishes can post an addendum to any published article and explain what they like about it or what they don't like. I imagined that this system would commit far fewer errors of rejection than the current system of scholarly publication, that it would help busy readers find important work quickly without stumbling through mountains of trivia, and that it would contribute to making scholarly communication dialogic instead of monologic--which is, I believe, one of its greatest shortcomings. And nothing in the system I have described is "other worldly"; if you know the technological side of things, you know that each of the elements I have described has been standard equipment on the INTERNET for a couple years now.

            Unfortunately, I was unsuccessful selling any of my colleagues on this conception of the journal. Their reactions were uniform. Neither they nor anyone they knew would want to be seen in the company of inferior work.

            Harnad (1993):

"INTERACTIVE PUBLICATION: "SCHOLARLY SKYWRITING"

"The critical factor will be a spin-off of that very anarchy that I said had given the new medium such a bad image in the eyes of serious scholars, what had made it look as if it were just a global graffiti board for trivial pursuit: For once it is safely constrained by peer review, this anarchy will turn into a radically new form of INTERACTIVE PUBLICATION that I have dubbed "Scholarly Skywriting," and this is what I predict will prove to be the invaluable new communicative possibility the Net offers to scholars, the one that paper could never hope to implement.

"I think I may be peculiarly well placed to make this prognostication. For over fifteen years I have edited a paper journal specializing in "Open Peer Commentary": BEHAVIORAL AND BRAIN SCIENCES (BBS, published by Cambridge University Press) accepts only articles that report especially significant and controversial work. Once refereed and accepted, these "target" articles are circulated (formerly only as paper preprints, but these days in electronic form as well) to as many as 100 potential commentators across specialties and around the world, who are invited to submit critical commentary, to which the author will respond Harnad 1979, 1984b). Among the criteria referees are asked to use in reviewing manuscripts submitted to BBS is whether open peer discussion and response on that paper would be useful to the scholars in the fields involved (and it must impinge on at least three specialties). Each target article is then copublished with the 20 - 30 (accepted) peer commentaries it elicits, plus the author's Response to the commentaries. These BBS "treatments" have apparently been found useful by the biobehavioral and cognitive science community, because already in its 6th year BBS had the 3rd highest "impact" factor (citation ratio; adjusted: see Drake 1986; Harnad 1984a) among the 1200 journals indexed in the Social Science Citation Index. BBS's pages are in such demand by readers and authors alike that it has (based on an informal survey of authors) one of the highest reprint request rates among scholarly periodicals and, of course, the characteristically high rejection rate for submissions -- attesting as much to the fact that there is more demand for Open Peer Commentary than BBS can fill as to the fact that BBS's quality control standards are high."

Papyrophiles and Cybernauts: Who will prevail?

            On the basis solely of economics, the cybernauts should prevail and paper journals--as Odlyzko predicts--should slip quickly into oblivion. But people are not solely creatures of costs and benefits. Many of my friends--who happen to be superannuated academics like myself--after hearing me rhapsodize on the advantages of e- publication, are moved to sermonize fondly on the pleasures of caressing paper, or of feeling the heft of a weighty volume of good writing in one's hands, or of even the smell of an issue of their favorite journal when they break the shrink wrap and the aroma of fresh paper wafts to their nostrils. I have memories of print as fond as any of my colleagues; my father was a printer and my grandfather was foreman of the pressroom at the newspaper. The smell of ink and newsprint are in my very fibers. But I now get as big a thrill from seeing my name blinking at me on the monitor as I did when I first held an actual journal that contained my name in print. I don't expect the differences between people who prefer paper text and people who use etext to disappear soon. Odlyzko's prediction about the disappearance of paper math journals in ten years may look foolish from the vantage point of 2004, but I am uncertain how much money I would wager against his prediction. Paper text and etext will probably co-exist in our discipline for many years. I suspect my colleagues will be more favorably inclined toward the ejournal when they find the INTERNET a more convenient terrain to navigate. Much progress is being made there.

REFERENCES

International Conference on Refereed Electronic Journals: Towards a Consortium for Networked Publications. Implementing Peer Review on the Net: Scientific Quality Control in Scholarly Electronic Journals. University of Manitoba, Winnipeg 1-2 October 1993 (in press)

Harnad, S. (1993). Implementing peer review on the net: Scientific quality control in scholarly electronic journals. Laboratoire Cognition et Mouvement, Universite d'Aix Marseille II 13388 Marseille cedex 13, France .

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Gene V Glass: Professional Résumé

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