Towards a Theory and View of Teaching Compressed and Abbreviated Research Methodology and Statistics Courses‪.‬

INTRODUCTION One of the highly questionable effects of educational reform and other curriculum reshaping factors at both the K-12 and post-secondary level has been the shift to teaching compressed, pared-down or abbreviated courses in still needed or required subject-matter that became de-emphasized in the current educational reformation (1). Research methodology, particularly the highly quantitative and experimental kind and statistics are two still need to some degree subject matters that has been especially affected by this demoting and compression movement at the pre-service, in-service, professional development, undergraduate, continuing education and graduate levels, even though the professional areas of education, science, business, politics and most other areas (including history) have become far more quantitative and objectively research oriented than in the past. It may be that much of this statistical and objectively oriented research work is being increasingly outsourced to private research houses, institutes, consultants, companies and agencies, but this outsourcing may in part be the effect of the reform displacement shift that is and has been occurring in the various areas and at the various levels noted above, or/and the movement to education-lite and other alternative forms of research and inquiry, which has resulted in a lack of developing these literacies, knowledges and skills now to even a consumer level of sophistication in many of these areas. Short, compressed and pared down research methodology and statistics course come at a price, however and the price in the long run is a high one. This de-emphasis and resulting gap, moreover, is not the first time this type of reform and reorientation has occurred and with fairly negative results in the long run (2), (3) for details.