Attempting to define curriculum inquiry, this study examines published reports of curriculum inquiry and classifies the problems studied, the methods used, and the solutions proposed. (MCG)

Proposes a 12-celled typology consisting of four stress types (role-based, task-based, boundary-spanning, and conflict-mediating) and three stress sources (extra-organizational, intra-organizational, and intrapersonal). Describes in detail the nature of each cell. Suggests this typology can help synthesize the findings of studies in organization…

Proposes an expanded definition of critical thinking and discusses its components. Includes an outline of goals and objectives for a critical thinking curriculum. (MCG)

A discussion of the diversity of today's church-related colleges and universities looks at basic institutional characteristics such as Carnegie classification, range of denominational affiliation, enrollments, and tuition. Four taxonomies developed to classify and organize the wide range of church-related colleges are also examined. (MSE)

The author's dissertation, summarized in this presentation, was primarily concerned with the question, "Are public schools like Max Weber's conceptualization of bureaucracy?" From a survey of the literature discussing the nature of organizations, a taxonomy of organizational facets was used, first, to identify and classify the features…

Recent advances in theory and research provide a basis for defining higher-order thinking skills and for designing tests of such skills. (MCG)

This presentation of issues involved in the education of catalogers and classifiers includes discussions of training versus education, theory versus practice, appropriate faculty for and enrollment in cataloging classes, the importance of cataloging and classifying in hiring new librarians, and the responsibility for recruiting, retaining, and…