If social science is to achieve the same status as physics, then the distinction between theory building and modeling data must be made clear, and social scientists must shift toward building and applying theories. Social scientists must both improve their instruments and clarify the constructs implied by those instruments. (SLD)

Extension has been described as "knowledge applied" or "knowledge extended." The research community has begun to recognize Extension's role in creating knowledge. A collaboration in which extension agents served as full research partners revealed challenges to research design and methodology, extension practice, and organizational style and…

Six extension agents reflected on what scholarship meant to each of them. Their primary job, teaching, could also be viewed as scholarship when it develops new methods or integrates new knowledge leading to new understanding. Extension faculty's challenge is to demonstrate the value of these other forms of scholarship to more traditional,…

Suggests that educational researchers could learn much from the instructional practices of technology educators. Indicates that there are four critical principles for enhancing learning through instruction: (1) learning in context; (2) learning from peers; (3) activity-based practice; and (4) reflective practice. (Author/JOW)

Argues that some of the disciplinary distinctions proposed in the lead articles of this special issue actually represent aspects of theory or practice that are fundamental to all four fields. Examines what is deemphasized to suggest where attention may be needed--in particular, disciplinary relationships with organizations and disciplinary…

Claims poststructuralism offers vocabularies and arguments that might help administrators analyze academic practices. Argues the theory (1) offers a critique of faith in immutable truths that is usefully remembered in practicing administration; (2) provides an important reminder of the waywardness of language; and (3) is useful in its…

Examines potential relationships to explore between counseling and philosophy. Posits that philosophy already provides the ground on which counseling stands, and, therefore, if counseling is to strengthen its foundations, it needs to examine where it currently locates itself intellectually, ethically, and culturally. (Contains 11 references.) (GCP)

Summarizes the key questions and objections that have been raised about a model of "authentic technology" (proposed in two previous articles) and the supporting suggestions for implementing it. Explains why authentic technology is the lynchpin between theory and practice, between knowing and doing. Provides a brief summary of the…

Examines the implications of Ernest Boyer's (1990) concept of the "scholarship of application" for student affairs. Addresses the meaning of the scholarship of application, its importance for student affairs, and constraints and challenges that must be overcome to embrace the scholarship of application. (Contains 38 references.) (GCP)

Presents a response to Schroeder et. al's "The Scholarship of Application in Student Affairs" (this issue). Extends the dialogue of the original article by asserting the need for scholar-practitioners, and the values of student affairs to the higher education mission. (GCP)

Presents a response to "Uniting Scholarship and Communities of Practice in Student Affairs" (this issue). Proposes that scholarship can be integrated into the field of student affairs without disrupting practice. (GCP)

This article seeks to demonstrate a particular application of Foucault's philosophical approach to a particular issue in education: that of personal autonomy. The paper surveys and extends the approach taken by James Marshall in his book "Michel Foucault: Personal Autonomy and Education." After surveying Marshall's writing on the issue I extend…

The premise of this paper is that the acknowledged gap between research and practice is primarily a gap between two sharply contrasting kinds of knowledge. The nature of this contrast is described and it is suggested that these two kinds of knowledge are at the opposite ends of a spectrum of kinds of knowledge related to classroom teaching and…

This article examines the use of research by adult education practitioners both empirically and theoretically. It is suggested that arguments for making research more relevant to practice must be treated with caution and that the relationship between research and practice is inherently loose. Implications for researchers and practitioners are…

In this article, the author shares the lessons she learned from the theories and practices of Louise Rosenblatt with respect to teaching reading to young people. According to Rosenblatt, "Every reading act is an event, or a transaction involving a particular reader and a particular pattern of signs, a text, and occurring at a particular time in a…