"Antiracist Education in Theory and Practice: A Critical Assessment" As a set of pedagogical, curricular, and organizational strategies, antiracist education claims to be the most progressive way today to understand race relations. Constructed from whiteness studies and the critique of colorblindness, its foundational core is located in…

This article explores the alternate ways ethical school leadership in the best interests of students is conceptualized in the educational leadership literature from several foundational perspectives including philosophy, psychology, critical theory and case law. Perspectives which are grounded solely in theory are differentiated from those…

This article presents the authors' response to Pignotti and Mercer's "Holding Therapy and Dyadic Developmental Psychotherapy Are Not Supported and Acceptable Social Work Interventions." Pignotti and Mercer offer a very detailed, informative, scholarly, and eloquently expressed concern about the merit of holding therapies and the danger of offering…

The Systems Theory Framework (STF) facilitates the inclusion of relevant aspects of multiple existing theories within an integrated framework, wherein relevance and meaning is decided upon by each individual. Patton and McMahon emphasise that the application of the Systems Theory Framework in integrating theory and practice is located within the…

The Council on Social Work Education accreditation standards requires that the social work curricula include content on practice evaluation. To meet this requirement, many schools have a course devoted to clinical evaluation. The desired outcome of these courses is that students not only learn the content but also retain it and implement…

Integral theory is a way of knowing that helps foster the recognition that disparate aspects of reality--such as biological constitution, cultural worldviews, felt-sense of selfhood, and social systems--are all critically important to any knowledge quest. Integral theory provides an "all quadrants, all levels" (K. Wilber, 2006, p. 26)…

Research in the early part of the 20th century focused on finding scientific proofs for justification of practice and drew on educational psychology for its methods. Critics charged the quantitative, experimental paradigm with being seriously flawed. By the end of the 20th century, a new paradigm emerged as a variety of methodologies drawn from…

This article explores a new approach to taking theory into practice--one that offers a direct route from research to practice. Traditionally, theory makes its way to practice cloaked in particular curriculum interventions. We argue that taking theory into practice is essentially a matter of transfer--applying teaching and learning principles in…

Discusses typologies and taxonomies that classify and order adult education activities. Proposes a typology in which the label suggests the type of content in each category as well as suggesting the purpose of that form of adult education. (JOW)

Considers the problem of taking theories into the classroom. Suggests a re-examination of the relationship between theory and practice. Concludes that theories should not be criticized if they cannot be readily applied to instructional goals, and should not be expected to do more than they set out to do. (JAD)

Reviews Paulo Freire's concept of "praxis." Discusses ontological (Aristotle), objectivist (Descartes, Locke), expressionist (Kant), and sociological or "dialogical" (Marx) statements, and explains their potential application to the teaching of rhetoric. (JK)

This paper provides theoretical and practical information about using structural equation modeling (SEM) techniques. The first section discusses the theory of SEM, including five general steps: (1) model specification; (2) model identification; (3) model estimation; (4) testing model fit; and (5) model respecification. The second section applies…

Comments on the work of the Task Force on Evidence-Based Interventions in School Psychology. Discusses the significant advances and errors of commission and omission made by the Task Force in their efforts to develop a framework for the identification of evidence-based interventions (EBIs). This discussion is followed by description of a…

A formally simple expression for the maximal reliability of a linear composite is provided. Its theoretical implications and its relation to existing results for reliability are discussed. (Author/SLD)

Seeks to persuade doubting educational researchers that there is practical value in pursuing truth, thereby opposing non-realist and relativist accounts of educational research. Reiterates Karl Popper's account of truth as a standard at which to aim, and offers a defense of the correspondence theory of truth as a guiding principle for educational…