Challenges of the twenty-first century for community education are accompanied by unprecedented opportunities. Four goals are to ensure the long-term viability of campus community education centers, expand the literature, have policymakers accept community education philosophy, and ensure visible roles in school reform for community educators.…

Considers the relationship between media theory and the practical teaching of media studies. Describes a recent research study that demonstrated the attempt to put theory into practice and to adjust theory in light of practice. Analyzes the results of the study, and concludes with a defense of practical work as instruction. (HB)

Reflects rational-emotive therapy (RET) in 1955 and discusses some of its recent constructivist and humanist theories and practice. Distinguishes between general RET, called synonymous with general cognitive-behavioral therapy, from preferential RET, called unique kind of cognitive therapy that partially overlaps with general cognitive-behavioral…

Community education embodies Dewey's claim that educational theories must be derived from a moral theory of people as citizens. Community education must be a theory and practice of politics as well as of education. (SK)

Responds to several essays in the same journal issue. Suggests distinct yet equally important roles of theory and lived experience, concepts, and materiality in speech communication research. Argues for an engaged scholarly attitude that views the self as relational, others' accounts as valid, research as self-critical, and judgment as a…

Presents a framework for critical reflection on adult education literature in four sets of questions: methodological, experiential, communicative, and political. Addresses reasons for student resistance to critical analysis. (SK)

Describes a shift in both teaching approach and classroom design as experienced by two high school English teachers. Outlines an experimental learning model of English instruction, and shows how the teachers applied the model to their classroom activities and design. Provides outcomes of the overall shift. (HB)

During a period of school restructuring, educational administrators need to consider their responsibility to promote an ethical school environment. This article develops three foundational ethical themes (critique, justice, and caring) as the pillars underlying ethical schools. (53 references) (MLH)

Discusses the need for reference desk orientation for newly hired or reassigned librarians and presents an outline of a suggested orientation program. Orientation conducted by a supervisor is discussed, practical and philosophical aspects of reference service are addressed, and written materials that support the training are recommended. (nine…

Describes the continuing clinical education component of nursing faculty practice and discusses its place within a hypothetical, broader context. Defines faculty practice as direct patient care provided by a nurse on a standing academic faculty and indicates the need among faculty for short-term continuing clinical education. (Author/JOW)

Institutionalization is widely recognized as a rounded-off conclusion of the innovation process. This article suggests that innovation means more than achieving stability and should be conceived in more dynamic terms. A specific innovation (open project education in a Dutch secondary school) is used to illustrate the theoretical analysis. (21…

Explores the notion of school-based teacher training, strongly advocated by the United Kingdom's Council for the Accreditation of Teachers. Discusses the problem of placement, the training process, the development of teachers as trainers, counseling responsibilities, and the teacher's supervisory role. (10 references) (MLH)

Presents a discussion of the ideas that are central to the concept of literature-based reading instruction. Reviews the theory, gives insights from reading research, stresses the importance of literature in the reading program, and offers strategies for literature-based reading instruction. (PRA)

Responds to the conversation of two eminent compositionists with Noam Chomsky. Discusses the alleged literary crisis, sensible prescriptivism versus linguistic permissiveness, police and thought control, intellectually interesting versus humanly significant topics, and rhetorical theory. (PRA)

Reviews the history of professional education in psychology and its two aims: scientific research and professional service. Most students and most employers are interested in only one of these aspects. Basic and applied research and clinical practice are all needed but should not all be performed by the same people. (DM)