Evaluators must use a flexible, open-minded approach oriented toward a holistic view of the implementation and operation of the program they are analyzing. The use of more than one methodology expands the potential findings and avoids the limitations of a unidimensional approach. (SLD)

The following are features of effective teacher development: (1) a positive climate for change; (2) carefully planned activities related to explicit program goals; (3) relevant theory and research; (4) active participation; and (5) practice, feedback, and support for transfer of learning. (SK)

Argues that peer writing tutors must have a theory of reading that recognizes the dangers of readers' appropriating the writer's text by projecting or imposing their own ideological programs onto the text. (RS)

Discusses three perspectives on audience awareness as used in the classroom; rhetorical, informational, and social. Finds that the social perspective, with its emphasis on the transactional nature of writing, is the most productive way of dealing with audience in the composition classroom. (RS)

The empirical support for three theoretical approaches to infant intervention is reviewed, including direct intervention via nonsocial means, direct intervention via social means, and indirect infant intervention via social support to the family. For each approach, underlying theoretical assumptions are identified, and for each assumption,…

Suggests that lasting improvements in language education are threatened without the intervention of teacher-generated classroom research. It is noted that classroom research should be taken more seriously to help close the gap between theory and research, on the one hand, and practice and teaching on the other. (66 references) (GLR)

Reviews the history of education in the United States, focusing on student control opportunities in writing instruction. Observes that, contrary to literature on the subject, student ownership of written work may not always be the appropriate or best possible alternative. (MM)

Replies to Crandall's claim that Finn had disrupted a decade of solid research in the Office of Educational Research and Improvement Office (OERI) regional educational laboratories. According to Finn, these labs have wasted taxpayers' money. Currently, states command school policy and finances, and key decision-makers are governors and…

Nursing and good undergraduate education have these priorities in common: careful use of language, understanding of our interdependent world, a vision of great teachers, the relationship between theory and values, and the relationship between the classroom and the imperative of service. (MSE)

Proposes client self-instruction during counseling as an appropriate focus for ethogenic research. Summarizes philosophical and historical background; proposes research questions, methods, and designs. Suggests adoption of theoretical and methodological perspectives might lead to a closer dialogue between scientists and practitioners in counseling…

The instructional model for intervention research in learning disabilities includes three foci: (1) knowledge inculcation (including declarative, procedural, and metacognitive knowledge); (2) students' cognitive processing of their training activities; and (3) students' motivation to learn. Advantages of the model include ease of linking with any…

Contains review of literature relevant to career development and vocational behavior available during 1987. Two major review sections (vocational choice and career development, and vocational behavior in organizations) cover literature on theory, research, and practice related to individual's preparatory and actual work experiences. Concluding…

The perception that educational research does not significantly contribute to policy and practice is inaccurate. However, the impact of research is not as frequent or effective as it might be. To remedy this, researchers should study the action mind frames of policymakers and practitioners. (BJV)

Argues that textbooks give little specific advice on the role of figures in discourse, while theorists extol their virtues, leaving instructors torn. Claims that, by examining students' writing, teachers can discover how students employ figures and how figures can be taught. Illustrates with examples of students' writing. (RS)

Relates what the author learned about learning through journal writing, namely: strategies to make order from confusion; ways to connect one's learning to the rest of one's life; ways to become aware not only of what we learn, but of how we learn, both alone and together. (SR)