Details one teacher educator's struggle to articulate a theory that informs her practice. Advocates learning about "un-knowing" and "not-knowing." Cites the role of guidelines in regenerating or revisioning teacher education programs. (PA)

Discusses educating for the professions where teachers seek to enable students to engage in professional practice as competent practitioners, questions the adequacy of traditional approaches for promoting competence practice, and suggests that competence development focus on enriching experience of practice and change in the structure of the…

Considers that the responsibilities of teachers of technical communication should be redefined to take into account the social nature of the field. Suggests three levels of responsibility: at the theoretical level, at the pedagogical level, and at the level of social action. Offers suggestions for helping students locate or develop alternative…

Compares the day-to-day work routines of commercial radio with the principles of a theoretical communication model. Illuminates peculiarities of the conduct of communication by commercial radio. Discusses the application of theoretical models to the evaluation of practicing institutions. Offers assessments of commercial radio deriving from…

Interviews with 19 nursing students (from a cohort of 135) indicated that they liked reflective groups for support but there was little evidence of a theory-practice link or stimulation of reflection-on-action. Practice discussions tended to emphasize dramatic and emotionally charged situations. There was a need for understanding about the…

Triangulates Christie's findings with other research on the evaluation practice-theory relationship and offers additional methods and directions for future research on evaluation practice. (SLD)

Argues that there is a need for further theoretical development regarding formative assessment, which needs to take account of disciplinary epistemology, theories of intellectual and moral development, students' stages of intellectual development, and the psychology of giving and receiving feedback. Sketches the direction this development might…

There is a growing recognition of the importance of collaboration between educators and other helping professionals and families. Research on collaboration and practical experience suggest a number of elements are necessary for true collaboration to emerge. The author summarizes research on effective collaboration and provides a three-step model…

An "intelligent careers" framework (knowing why, knowing how, knowing whom) combined with active engagement practices can integrate occupational and organizational career counseling. The Intelligent Career Card Sort is a technique in which clients select themes reflecting their values in the three parts of the framework. (Contains 37…

Discusses the gap between academic research and practice in public administration and argues that it can be traced to conflicts such as theoretical vs. pragmatic knowledge, data-supported vs. logic-driven information, scientific method vs. case studies, academic vs. practitioner journals, and tenure vs. organizational effectiveness. Explores…

Outlines the cooperative education curriculum for engineering at Northeastern University, which includes the following goals: critical thinking, knowledge, communication, social responsibility, personal/professional growth, career preparation, and information literacy. It bridges theory and practice, provides an ethical perspective, and prepares…

Reviews research evaluating the effectiveness of computer-assisted career guidance systems, stressing the limited number of studies. Highlights the need for more research using larger, diverse samples; sound procedures; and investigation of the interaction between client attributes and treatments. (SK)

Discusses the research-practice and reflective practice models as they relate to the integration of research and practice. Suggests that the most serious implication for cooperative education is the need to understand the impact of research on defining and redefining work/practice. (JOW)

Addresses the question of why Karl Popper's work has been disregarded or rejected for educational improvement and suggests a series of impediments to an acceptance of Popper's ideas. Outlines a set of principle which if adopted as a basis for practice could lead to significant improvement. (EV)

In this conceptual article, the author proposes the adoption of an integrative theoretical style to counseling the chemically dependent that includes humanistic, phenomenological, systematic, and technical approaches. The integration of approaches is explained with appropriate descriptions to facilitate practitioners' use of the model. (Contains…