Belke and Spetch's (1994) work with pigeons on choice between reliable and unreliable reinforcement is discussed. Hypothetical applied examples address variables that influence preference for unreliable reinforcement, including signaling and its context, conditioned reinforcement, and duration of reinforcement schedules. Implications regarding…

Starts with an imaginary conversation between Ella Flagg Young and John Dewey discussing what leadership should be. A more serious critique identifies fallacies in traditional thought about leadership. Leadership theorists must abandon these fallacies and imagine leadership that emphasizes coordinating resources for teaching professionals; creates…

The Dakota Leadership Education and Development program was implemented in North and South Dakota rural communities. The model emphasizes empowerment of community leadership, enhancing horizontal and vertical linkages, developing local participation, and establishing external collaborations in six sectors: education, religion, medicine, politics,…

Explores procedures for improving the teaching of reading through the use of a direct instruction staff development model based on research that includes the application of five principles of effective staff development. Includes theory presentation, demonstration, guided practice, classroom practice, feedback, and coaching. (PRA)

Argues for the abolition of teacher supervision, drawing on research into teaching realities and complexities; research about teachers' feelings, attitudes, and experiences regarding supervision; and studies on the failure of supervision to effect any improvements in teaching once teachers have been tenured. Supervision as currently practiced will…

Discusses consumer researchers' and consumer practitioners' differing cultures, identifies practitioners' needs, and offers research priorities that support the improvement of consumer education. (Author)

Examines the attitudes toward, and uses of, published research of a large random sample of technical communication practitioners. Shows that they value and use research but do not read academic research studies. Analyzes differences among various subgroups of practitioners. (SR)

Reviews and evaluates the methods that generate knowledge about technical communication. Classifies them as quantitative or qualitative, describes each kind in some detail, and concludes with the warning that readers should carefully analyze a research study before generalizing it. (SR)

Explains the use of true experimental designs in technical communication research, lists the eight steps in the research process, and concludes with the hope that practitioners should now be able to read research studies critically and perhaps design empirical studies of their own after further reading. (SR)

Three assumptions to consider in strengthening the relationship among researchers, policymakers, and practitioners are (1) link inquiry to the social, political, and economic context; (2) include input from practitioners and policymakers; (3) recognize that the influence of research results is diffuse; and (4) foster a collaborative, interactive…

Describes two methodological approaches (qualitative and quantitative) that grow out of two different research examples. Suggests the problems these methods present. Discusses the ways in which an awareness of these problems can help teachers to understand how to work with researchers in designing useful evaluations of writing programs. (PRA)

Defends expressivism as a philosophy of composition against attack. Argues on historical grounds that it was the social reform dimension of German romanticism that inspired expressivism. Presents one of the author's classes as one that is committed both to the mastery of philosophic method and to the development of student voices. (RS)

Discusses central features of postmodern theory that rhetoricians have found relevant. Considers how these postmodern conceptions are counterparts to discussions in social-epistemic rhetoric. Demonstrates that the complexities of theory have pedagogical implications and that teachers must discover them. Argues that the merger of theory and…

A philosophy can help practitioners explain, direct, criticize, and create adult education practices. The relationship of a personal philosophy to practice is interactive. (SK)

Responds to an article in an earlier issue of this journal. Defends the vital role of "practitioners" in the study and dissemination of communication theory and research. (SR)