Evaluation literature is reviewed through an analytical framework representing issues addressed by major evaluation approaches in education. Ten evaluation dimensions comprise the framework: (1) definition, (2) functions, (3) objects, (4) variables, (5) criteria, (6) audience, (7) evaluation process, (8) inquiry methods, (9) evaluator…

Suggests that educators must move beyond debates about the meaning of reading to more specific discussions of word recognition, sentence processing, text comprehension, critical evaluation, and communication functions. (FL)

The author suggests that controversies over defining learning disabilities (LD) have resulted from confusion between diagnosis and definition and from disagreement over the discrepancy issue. He further suggests that LD students are a subset of age- and ability-referenced underachievers. (CL)

The author suggests that, if the purpose of classification is to provide educational services, the category of learning disabilities be used to describe pupils with mild handicaps. She cites the folly of research on sytem-selected students because system-selection decisions are biased by political, practical, and financial influences. (CL)

The review attempts to identify the myth, mystery, and substance of the salient issues regarding the diagnosis, treatment, and cause of hyperkinesis. In addition to a general discussion and categorization of the research findings, a set of criteria is established to assist with identification and clinical judgment. (Author/SB)

Takes the position that radical reconstructionism is a significant movement in the history of social education and that the radical reconstructionists have raised questions and made proposals which could enrich and expand the debate over how to define and rationalize the field. (Author/DB)

Argues that excising the word "exposition" from the language of English teachers would be more beneficial than harmful. (JL)

An experiment was designed to determine whether or not images are directly involved in the retrieval process. The results provided evidence for the direct involvement of images in both the encoding and retrieval processes for words. (Author/PN)

The history of difficulties with definitions of learning disabilities (LD) is reviewed and the definition proposed by the National Joint Committee for Learning Disabilities is described. LD is seen as a generic term referring to a heterogeneous group of disorders presumed to be due to central nervous system dysfunction. (CL)

The article defines the highly talented; describes their special academic, social, and personal needs; gives reasons why children talented in a specific areas are often overlooked; and offers suggestions for parents, teachers, and counselors. (CL)

The author defines psychic ability and suggests ways that teachers can recognize it. (KC)

Addresses the problem of terminological inconsistencies or oddities often quoted in translation literature, lamenting the scarcity of articles devoted to the terminology research process itself. In answer to this need, attempts to clarify the different steps involved in the research process as applied to specific or isolated terms. (MES)

Clarifies the differences between two meanings of discrimination: (1) the process of differentiating between objects and (2) making choices with a bias against a particular choice. The author argues that the two meanings are often confused in education, and that unbiased discrimination to establish personal preferences is morally justifiable. (AM)

It is argued that the defining of literacy is a complex problem which societies must resolve according to their own needs. General principles to guide efforts to increase literacy levels are offered. These and other issues involving the attempt to achieve universal literacy are discussed. (GK)

Discusses problems that may be encountered when evaluating a major course in educational technology and makes pragmatic suggestions for small-scale evaluations on such dimensions as informal/formal, formative/summative, case-study/generalizing-study, internal/external, holistic/analytic, and process/product. Fifteen references are listed. (LLS)