Complains that the relevance of research to educational reform evaporated in 1985 when the William Bennett/Chester Finn team began to promote reform by rhetoric. A reorganized Office of Educational Research and Improvement (OERI) then abandoned plans to forge a strong link between researchers and practitioners. (MLH)

Describes a model of professional development designed for early childhood educators. Details central features of the model and its implementation. Written feedback from project participants and their administrators illustrates the project components. (RJC)

Describes the author's reflections as she tutored three first-graders in writing, focusing on how she and one student both expanded beyond restricting ideas of what they were to do. (SR)

Recounts the history of thought concerning primary education in England and Wales and looks at some of the main research into the effectiveness of this education. (RJC)

Investigated implicit theories underlying classroom decisions of preschool, kindergarten, and first grade teachers. Suggested that diversity of teacher preparation programs, the personal nature of teaching, and isolation from colleagues might account for the variety of implicit theories held by teachers. (DE)

Presents reaction to Hershenson et al.'s article on theory and mental health counseling. Discusses the critical features of conceptual model building in the context of establishing a heuristic, parsimonious, and testable theory of mental health counseling. Explores the importance of the role of theory in practice and research. (Author)

A meta-theoretical framework that begins with the standard system of measurement is outlined. Identification of different standard systems and elements of the measurement process provide a focus for comparisons between measurement theories and models. (SLD)

Argues that reading research often traces the "first cause" of reading back to the "taxonomic linguistic system," a system discussed in last month's column. Asserts that although many possible first causes exist, the more important issue concerns how to apply these multiple causes in developing an approach to reading…

Challenges abstract mathematics requirements in U.S. high schools. Refutes various philosophical and psychological assumptions underlying math instruction, particularly the correlation between simple numbers and the physical world, the math/logical thinking connection, and frequency of use arguments. Suggests that high schools require only one…

Presents summary of discussions on research from the Third National Conference for Counseling Psychology. Topics summarized include definition and image; methodological diversity in counseling research; multi- and cross-cultural issues; the connection of research to practice; and research training. Provides 15 recommendations for research in…

All planning approaches require a result to be assessed. Images of the planning-implementation cycle's success or failure influence the planning process itself. This article attempts to identify the components that determine success and failure thresholds, develop a success-failure framework, apply the framework to analyze some basic planning…

Reflects on the practice of mentoring from a consultant/trainer/principal's perspective. The strengths of mentoring programs far outweigh existing limitations. Interested districts and schools must consider issues such as planning, training, and appropriate matching of mentors and proteges, if mentoring programs are to succeed. (MLH)

This study, involving extensive interviewing of 27 women superintendents (and husbands, board members, administrative staff members, and observers), examines gender issues in the theory and practice of educational leadership. The distinction between task-focused and follower-focused leadership may involve an integration of the two styles. Women…

A review of significant research studies on high school restructuring supports four key findings. Reforms must be connected to instruction; remotely imposed mandates do not improve achievement; restructuring produces modest achievement gains; and high schools with smaller enrollments create a better sense of belonging for students and more…

This theme issue brings together studies of professional knowledge and its transformation and use. Becoming a professional is a process of fusing theory and experience. Assumptions about learning in general do not necessarily apply to the professional training of teachers, and their applicability should be questioned. (SLD)