This chapter presents the findings from a review of the practice of evaluation in federal agencies as an attempt to inform policies on method choice. The author explores whether federal agencies differ in their approaches to evaluation design and the factors that influence these differences. The nature of the programs, agency culture, evaluator…

Citizens participating in contemporary socio-scientific issues (SSI) need to draw on local knowledge and personal experience. If curricular developments in the teaching of controversial SSI are to reflect contemporary notions of citizenship then the personal narrative is an indispensable instrument in bridging the gap between the local/personal…

This article provides evidence that it is worthwhile to reconsider the traditional research circle method as a means of involving people in the third age in fulfilling their needs to participate in learning activities and make their voices heard. The findings are based on three cases of research circles consistently driven by the interests of the…

It is a funny thing how one's perceptions are oftentimes influenced as one moves through life's journey. People that may seem totally alien become friends, mentors, and/or heroes. Exposure to a diverse society makes for a smorgasbord of opportunity and enlivens one's journey. Any public high school experience forces a mixing of personalities and…

This narrative acts as an articulation of a journey of many routes. Following Part I of the same research journey of rootedness/routedness, it debates the nature of transformation and transcendence beyond personal and political paradoxes informed by neoliberalism and related repressive globalizing discourses. Through a more personal, descriptive,…

Three role-taking tasks assessing children's ability to infer another's intentions, thoughts, and feelings were adapted for videotaped presentation and used to examine the coherence of role-taking abilities. Subjects were 110 second grade boys and girls. (Author/JMB)

A sample of 36 children 5 years of age were trained in perspective-taking skills in order to assess the effectiveness of various types of feedback in training. (Author/JMB)

In two experiments using a large scale space and a third using a model of that space, the ability of 3-, 4-, and 5-year-old children to coordinate two perspectives of a large scale space was examined. (Author/SB)

Views Reagan-era shift from liberalization in public policy toward the aged to a greater restrictiveness as a recent example of a recurrent pattern of social policy reform and reaction in the history of American politics. Illustrates this point by placing current policy shift alongside historically remote period. (Author/NRB)

Describes the therapeutic use of reframing as being fundamental to strategic therapy and considers the need for an adequate conceptual scheme for understanding the critical elements of effective reframing. Background for concepts of frame and reframing are provided, along with clinical examples. Contributions and limitations of radical…

Examined the self concept, psychological needs and social role of incarcerated women. Results indicated incarcerated women have low self-concepts but that self-concept varies directly with both education and perceived social role in the institution. These findings suggest it is important to examine these women and their behaviors from the…

The social judgments of 75 subjects aged 11 and 75 aged 14 were compared using Peel's three categories of judgment to measure and evaluate responses. Clear, if limited, evidence for progress between the two ages in the ability to judge other people's perspectives was obtained, in line with Peel's general theory. (Author)

An experiment was conducted with 40 children, ages four to six, who were tested from both "good" and "poor" viewing positions on a perspective-taking task. As hypothesized, children showed no bias toward the view they chose when it was poor. However, when they had a good view they chose their own rather than another equally…

Defining moral imagining as the ability to universalize and to understand a situation from another person's perspective, the author discusses the conditions of learning to be imaginative, as well as the relations of moral imagining to sympathy, compassion, and concern. (Author/SJL)

Retarded (N=24) and nonretarded (N=46) individuals matched on MA and CA were tested on role-taking, self-image, and imitation. The findings supported the view that role-taking ability is a function of cognitive level and that self-image and imitation are determined by both cognitive and experiential factors. (Author)