Planning Methods: What Can and What Should We Teach

The underlying theme of the papers included in this symposium is that the instruction of planning methods must progress well beyond presenting a kit bag of statistical techniques. Pleas are made to integrate methods instruction with other, substantive topics and to stress process, not rote number crunching. Participants seem to consider questions of &dquo;What is the context of the problem?&dquo; and &dquo;How can the solution arrived at be implemented?&dquo; to be as central to methods courses as &dquo;How