Annotates 44 references focused on the theories behind writing-across-the-curriculum programs and on how these theories are implemented in actual practice. Excludes discussions of specific classroom techniques and uses of writing in particular disciplines. (RAE)

Responds to Hernando Gonzalez' criticisms (this issue). Suggests two strategies for the definition of communication as a discipline: to give theoretical substance to the central concepts of the field, or to foster an anarchy in central concepts and yet to insist on the intellectual vitality of that anarchy. (MS)

The author presents alternative learning models to Madeline Hunter's master learning model. They are (1) the Teach-Practice-Apply (TPA) model, which calls for active teacher involvement in each phase, and (2) the 4Mat System, which models learning as a combination of two dimensions--perception and processing of information--which explains…

A method is presented whereby discrete occupational titles can be represented along a multidimensional continuum reflecting a population's shared perceptions. Their locations on the continuum are used to identify significant others' influence and vocational preferences. The model is shown to be useful for explicating the processes by which…

This chapter opens with a poem characterizing the reentry experience of some women. It calls attention to the pivotal role played by those who have an impact on the continuing and successful participation of returning women. Includes a list of resources. (JOW)

Draws attention to problems for public relations theory and practice which arise from considerations of the vantage point of the public relations practitioner. Questions whether practitioners can actually develop the perspective they claim to offer. (MS)

Reviews the literature concerning teachers as researchers, noting questions about whether teachers are capable of conducting research in their own classrooms, and demanding a definition of "research." (ARH)

Uses Plato's "Meno" paradox to support the conclusion that atheoretical science is impossible. Argues that theory provides the foreknowledge of the objects of inquiry that makes it possible to recognize what one is looking for. Considers attempts at atheoretical inquiry to be bad science. (DMM)

Presents a theoretical framework of institutional choice and argues that the theory predicts and clarifies significant issues in educational policy. (RB)

Some common explanations for the difficulty of transferring newly learned teaching skills and strategies into classroom practice are questioned, and other hypotheses are proposed. Coaching, by peers, supervisors, principals, college instructors, or others, is presented as a strategy to implement innovation in the classroom. (Author/MT)

A literature review overwhelmingly confirms that children can learn economics. However, successful implementation in the classroom requires the effective use of current research on fundamental learning principles. (CB)

This paper explores the channels by which research data make their way into public discussion, policy, and practice. The thesis is that scientific knowledge tends to concentrate with the already knowledgeable, and a way to hasten the diffusion process is needed. (MT)

Reviews criticism of empirical clinical practice which uses gender differences and conflict between quantitative and qualitative research methodologies to describe rift between practitioners and researchers. Offers alternative view emphasizing view's congruence with ethics of good practice and feminist perspectives. Addresses criticism of use of…

Analyzes and evaluates the various conceptualizations of information science that have appeared in the professional literature over the past 80 years. The extent to which the professional community possesses a common and unified understanding of the domain of information science is discussed. (82 references) (Author/CLB)

States that low research productivity in occupational therapy is primarily motivational and attitudinal. Suggests the need for (1) research and scholarly behavior models, (2) positive reinforcement, (3) a focus on clinical significance, and (4) multiple research approaches. (CH)