Preservice teachers have difficulty incorporating research-based instructional strategies and often revert to those observed during their own school years. This study describes how preservice teachers used a framework of planning, implementation, feedback, and reflection to try research-based teaching practices from their methods courses and…

This article describes the application of a university-community partnership model to the problem of adapting evidence-based treatment approaches in a community mental health setting. Background on partnership research is presented, with consideration of methodological and practical issues related to this kind of research. Then, a rationale for…

In its simplest form, what is thought of as community is a group of people coming together on the basis of something shared for the benefit of the community. To imagine this form of community, people must reconstruct it as a memory from a prehistoric time in which they lived in harmony with other people. But as they have not experienced this…

This book describes the practical applications of the psychology of Alfred Adler. The first chapter provides a short introduction to Adler and his work. Chapter 2 contains a compendium of the latest research and practices on the characteristics of healthy persons as they relate to individual psychology. Chapters 3 and 4 explain dimensions and uses…

The assumption that the change agent is tied to the idea of change has limited both theoretical development and practical application of the concept and has prevented consideration of the change agent as a resistance factor. The concept of psycho-organizational change may serve as a starting point for research. (Author/CH)

Argues that rhetorical and argumentation theorists should theorize ideology as a complex rhetorical totality and that the subject of validity and legitimacy must be addressed in order to warrant ideological critique. Offers a model which outlines a rhetorical theory of ideology totality. (MM)

Reviews significant contributions made by Melvin R. Novick to the theory and practice of educational and psychological measurement. Discusses Test Theory, Criterion-Referenced Measurement, Prediction Systems, and Differential Prediction. (RB)

The author examines research on andragogy and urges practitioners to examine the premises of scholarly discussion of the topic. In addition, he (1) explains why practitioners should examine researchers' premises, (2) reanalyzes the debate about andragogy, and (3) explores the implications for the application of research to practice. (CH)

Discusses the issue of content and process (evaluation, doing, and occasionally being) in social work practice. Contends practice should represent a synthesis of content and process. Advocates that social workers adjust the balance to include more consideration of content as they select and implement processes in their practice. (Author/ABL)

Examines the relationship between faith and praxis in theology. Notes contemporary trends that make this relationship crucial for theology and explores implications for Christian witness through a brief analysis of several "liberation theologies." (Author/ABB)

This article examines teacher resistance to a particular instructional innovation, hypothesizes that teachers filter information through a series of experiential constraints, and suggests implications for teacher educators and researchers. (MT)

Delineates five orientations to reflective practice: immediate, technical, deliberative, dialectic, and transpersonal, each reflecting different social science bases and beliefs and values about education. Views them as interactive, interdependent, noncompeting, aspects of reflective practice. (SK)

Asserts that two great problems of learning confront humanity: (1) learning about the universe and (2) learning how to live wisely. The article further asserts that the first problem was solved with the creation of modern science, but the second problem has not yet been solved. The article suggests that to solve the second problem we need to learn…

Studied the self-reported evaluation practices of eight evaluation theorists and the real-world practices of 138 program evaluators. Derived a comparative framework to illustrate the similarities and differences among the eight theories as they are applied. (SLD)

Discusses the concept of process use as an important distinction between the evaluation theories of E. House and D. Fetterman, thus helping to explain the discordant results of C. Christie for these two theories. (SLD)