In this commentary on Ziegler and Phillipson's article, "Towards a Systemic Theory of Gifted Education" (this issue), the author commends their attempt to discuss gifted education from a systemic and contextual perspective, which she considers inspiring in terms of theoretical advancement and practical reconsideration. However, Cheng finds the…

Discusses varieties of feedback as a first step in understanding the dynamics of successful feedback practices and identifies common elements in the concepts of feedback and reinforcement for use in making management of the instructional encounter more effective. Instrumental feedback is discussed as a model for feedback among human beings. (MBR)

In reaction papers, Richard H. Coop, an educational psychologist, discusses six themes evident in papers on gifted education; B. J. Cox argues that systems theory is a valuable addition to education of identified and potentially gifted students; and Gary D. Fenstermacher argues for specification of educational entitlements of any learner before…

Introduces this special issue by discussing the nature of educational technology and its development in the antipodes as presented in the eight papers which follow. Topics focus on the understanding of educational technology as a systematic process--a problem-oriented approach to the design, implementation, and evaluation of educational…

A review of the literature examines definitional issues in child abuse. The review is organized into sections on theory and ideology, historical broadening of concept, comparative studies, dimensions of definitions, operational definitions, and breadth of systems. The importance of definitional issues in construction of a unifying framework for…

Two basic concepts of the social sciences--society and culture--are analyzed and new definitions are proposed. Concepts are the basic building blocks of scientific theory. A science with poor concepts will, therefore, be incapable of producing powerful scientific theory. When commonly used social science definitions of society and culture are…

Introduces design, integrated with systems thinking, as a necessary if not sufficient means for meeting the challenge of how to create or recreate organizations and institutions. The limits of problem-solving strategies when applied to complex organizational change, the designer's role, and the creative process of design are discussed. (Contains…

Presents a process definition of task analysis and discusses how various techniques of analysis--breaking the task into its constituent elements, determining the relationship between these elements, and restructuring for performance and instruction--relate to this perspective. Two decision tables, a master design chart, and 28 references are…

The definition of educational technology has shifted from a focus on the organization and use of hardware and software items as a delivery system to recognizing that the introduction of technology into educational systems demands a systematic approach to enhance learning and human development. In the first definition, curriculum is the…

A theoretical model for collaborative inquiry as a research methodology in adult education has been proposed. The model, which likens collaborative inquiry to the process of organic gardening, depicts a sphere in motion where the cycles of collaborative inquiry revolve in continuous motion. In the center of the sphere is a collaborative self that…

Introduces performance technology as a field of application for training professionals. The term "performance technology" is defined and explained, the epistemological foundations of performance technology are outlined, the relevance of performance technology to training and human development is described, and myths about performance…

Introduces a series of six installments on making the transition from a training/instructional design approach to human performance technology (HPT). The first installment topics include defining human performance technology; obstacles to effective HPT; and the necessary role characteristics for trainers performing HPT. (AEF)

Discusses difficulties in defining instructional systems design (ISD) and presents five ways the field is viewed, ranging from a narrow view emphasizing media selection to a complete ISD view. The ISD view emphasizes five main components: educational theory and research, system analysis, diffusion, consulting/interpersonal relations, and project…

Designed to begin a feminist "unthinking" and rethinking of educational technology, this paper begins by examining some definitions of what that technology essentially is. Three characteristics of a feminist approach to science that can inform a rethinking of educational technology are then identified: (1) the theorizing of gender as a…

A total, systematic, integrative concept provides the framework for this definition of educational technology as a theory, a field, and a profession. The definition statement presents an historical perspective of attempts to define educational technology and a current theoretical framework for arriving at a definition. It also identifies the…