The dangers of equating "statistical significance" with "real world" significance are summarized. When a finding is said to have "statistical significance," it means only that the same results would be likely to occur again if the study were repeated, not that the finding has any true personal or societal importance. (VW)

Clinical supervision remained grounded in empirical inquiry as late as Morris Cogan's writings on the subject in 1973. With the acknowledgment of Thomas Kuhn's (1962) paradigm shift, educational theory and practice developed interpretive methodologies. An interpretive reflection on Cogan's rationale offers insights into the current, matured…

Examines social network concepts to explore their potential use for social work practice. Discusses trends, strengths, and gaps in knowledge about social networks, particularly in relation to natural helping. Sets out current problems in the use of social network concepts in pratice and suggests some directions for future work. (Author/ABB)

In conceptualizing the improvement of schooling, a distinction may be drawn between content and context. The applications of research to improve classroom practices is promising where teachers are viewed as problem framers and action researchers. These contextual shifts are necessary if research is to make a difference. (MT)

The theoretic framework for the examination of practice consists of four dimensions: customary, instrumental, interactive, and reflective. This article illustrates ways in which a professional can use the framework. The case of smoking is presented as an example of an issue which either has or could be approached from each of the dimensions of…

Current theoretical discourse in teacher education has failed to provide an adequate rationale for teacher education. Structures which constrain and contain teacher education are identified with a view toward providing a context for an adequate rationale. Some key issues are discussed. (Author/MT)

The authors (1) discuss the possibility of being somewhat culture-free to distinguish between common and personal knowledge, (2) introduce Lifecareer philosophy and theory, (3) discuss changes that are radically altering occupational fields, (4) advocate a change of perspective in decision making, and (5) suggest ideas for counseling practice. (CH)

Examines two research orientations for departments of education--the craft-based model using generalists and former practitioners and the discipline-based model using specialists grounded in the humanities or social sciences. Criticizes weaknesses of both approaches and proposes a third model--the disciplined study of problems of practice.…

Offers author's own course design as an example of the innovative curriculum practice of involving students in real-world professional work experience. (MS)

The author describes the early field experience program at Washburn University designed to help preservice teachers become more reflective, experimental, and empowered as curriculum developers and implementors. (Author/MT)

A review of five key aspects of microteaching indicate that problems in program design and practice in the First World also may become endemic in the Third World. Exploitation of the literature, however, could bring microteaching in both contexts closer to its potential. (Author/MT)

Notes that single-subject designs, developed in clinical settings, are now being used for diagnosis and instruction in the schools. Discusses their importance to the teacher. (FL)

Draws from the work of F. Christensen and W. Pitkin to produce a theory of generative rhetoric. (FL)

Offers a montage of the most important revisions of the four master tropes--metaphor, metonymy, synecdoche, and irony--for the composing process itself. Discusses the capacity of tropes to prefigure ideological stances toward language and writing. (EL)

For the past decade, the practice of evidence based research (EBR) in treatment decisions has been a standard in the medical field, and is quickly becoming a standard of practice in other human service fields. Counselor educators are faced with the necessity to begin to implement EBR into their teaching and scholarship, but have limited knowledge…