Responds to Biggs' article on the case presentation approach in clinical supervision. Notes that Biggs provides one of the few discussions explicating the tasks in case conceptualizations useful for enhancing cognitive development available in the literature. Raises concerns about Biggs' assumptions about the cognitive level of trainees and the…

Studied reviewer evaluations on seven dimensions of manuscript quality for 263 manuscripts submitted for publication in the "Journal of Counseling Psychology," in terms of their relationships to reviewer and editor recommendations for acceptance or rejection. Evaluations on overall importance of the paper and quality of methodology were…

Shows how one teacher used William Faulkner's "A Rose for Emily" to teach inference and implication. (ARH)

Suggests that the emphasis on problems in current American adolescent fiction could have a negative effect on teenage readers. (ARH)

Provides a theoretical and practical basis for using reader response theory in the classroom with noncanonical literature. (SRT)

Discusses the results of a study addressing the issue of whether writers are aware of the distinction between real and implied readers. Presents several questions for investigation, including (1) "Does a writer's way of perceiving a reader affect contextual development?" and (2) "Do shifts occur in writers' conceptions of…

Commends Pervin's review of the common roots of various current conceptualizations of person-environment relations, agreeing that a dynamic, process-oriented model is needed, but criticizing Pervin's conceptualization as too person centered, not emphasizing the embeddedness of person-environment relations within environments, and not citing…

Provides a list of 118 reasons why the author's students claim they study American literature, including: (1) to broaden their vocabulary, (2) to learn from other people's experiences, and (3) to develop an open mind about different kinds of literature. (JD)

Discusses one of the perennial challenges of teaching English literature--finding ways to relate it to modern problems and issues and thus make the study accessible to students. Includes an example that relates the themes of "Morte D'Arthur" and "Chariots of Fire" and focuses on the sea imagery in both pieces. (JD)

Reports on a study that examined the responses of young people to a new poem. Covers the background, procedures, processes, conclusions, and implications of the study. (EL)

Charts the growth of a special education teacher involved in an inservice program for which she kept a learning log recording her responses to readings and eventually how she assimilated new ideas into classroom practices. (SRT)

Finds Caple's self-organization paradigm useful in its examination of mechanisms by which change in college students can be examined and ultimately predicted and influenced. Doubts the value of Caple's using analogies from physics, or argument by analogy in forming the theory. Advocates research to support the theory. Considers development more…

Argues that the practice of delaying bad news in business letters by using buffer sentences is misguided, for it is based on a false notion of how people read. Suggests structuring letters on the type of argument and situation, rather than palatability of the message. (PD)

Describes the author's self-fulfilling experiences in a storytelling workshop, and how she strives to give students the same discovery through stories. (HTH)

In an interview focused on his book "On Learning to Read: The Child's Fascination with Meaning," Bruno Bettelheim explains why he thinks reading primers are insulting and demeaning. He asserts that the absence of content in the primers teach children to dislike reading. (ML)