Describes a study comparing public attitudes with attitudes of public relations practitioners and measuring accuracy of practitioners' predictions of public attitudes. Provides limited support for the thesis that PR pros can perceive and predict public attitude with modest accuracy. (MS)

Investigated the different levels of response 60 primary children had to literature in the classroom and examined the differences in terms of stages in cognitive development. (DF)

Seeks to determine if attitudes of occupational therapists toward theory development are related to their level of education or to their length of professional experience. Data collected from 38 therapists indicated that both longevity of practice as well as level of education were associated with high priorities for theory development. (Author/CT)

Proposes a way of looking at the process of expository prose--in the nonfiction texts used in composition courses--which students can then adapt, first to become aware of their own composing processes, and then to experiment with them. (EL)

Suggests things teachers can tell their students about what may account for successful underlining experiences. (HOD)

Discusses research results that shed light on the current state of English teaching in the United States, particularly as it contrasts with instruction in Canada and the United Kingdom. Considers the extent to which technological change in society at large might change secondary school English teaching. (EL)

Presents a five-step model for problem solving in approaching composition writing assignments. Explains how it worked in an actual classroom setting. (EL)

Although research and evaluation are considered important to the successful execution of public information programs, this survey of top federal information officers reveals that almost no research or evaluation is conducted. Reasons for the discrepancies between theory and practice are discussed. (PD)

Presents the ideas of three people highly visible in the field of reading, each of whom holds different views about reading and reading instruction, in an effort to help teachers clarify their own thoughts. (FL)

Argues that the way reading is taught to the youngest children sets the stage for their future learning. Notes that recent research shows that some basal readiness activities are better avoided or postponed. (FL)

Observes that George Henry, with his speculations about the centrality of language for English education, has provided an insight into more effective English education preservice programs. (HOD)

Examines the responses to his essay and uses Kenneth Burke's theory of knowledge in "Rhetoric, Poetics, and Philosophy" to diagnose the nature of English education. (HOD)

There appears to be a gap between adult education "academics" and "practitioners." This article explores a plausible reason for this occurrence and considers one approach that might be adopted at yearly meetings to bridge this fissure--the adult education clusters game. (CT)

Examines the relationship among writer, context, and text (1) by exploring the notion of context-independence as it pertains to writers and texts, and (2) by placing the issue of context and composition within a wider framework of context and language use. (FL)

A survey was made of 123 colleges and universities in the United States in order to obtain information on criteria and assessment instruments used for student teacher evaluation. Responses were analyzed to determine the extent to which these criteria are based on research. Findings are presented. (MT)