Demonstrates Iser's reader-response theory provides a coherent framework for interpreting and teaching narratives in a foreign language. A sample lesson using the Iserian principle to improve students' reading of foreign language texts. (37 references) (CB)

Analyzes social work faculty members' and field instructors' notions of the knowledge and skills needed by the child welfare practitioner. Faculty members placed more emphasis than field instructors on knowledge and skills in cultural and minority issues, training, social policy and research. (RJC)

Discusses the historical basis of French preprimary schools. Describes mornings in classrooms with two- to three- and five- to six-year-olds. Discusses teachers' responses to children's observations, play, and practical knowledge. (RJC)

Reviews models and theories related to student development and offers a series of strategies and tactics to help student development administrators put theory into practice and make changes for the decade ahead. (DMM)

Presents a conceptual model of student flow through the community college. Outlines the purposes of student tracking systems and discusses the tension between the theory and practice of designing and implementing tracking systems. (DMM)

Addresses the debate over early childhood teacher training. Argues that teachers should be: (1) trained according to professional principles and methodologies of teaching children; (2) well-prepared in math, science, and language; (3) value work; (4) maintain high moral standards; and (5) remain open to new ideas. (DE)

Examined the roles assumed by an early childhood teacher. Results indicated that there was an approximate balance in the teacher's roles as curriculum designer, organizer of instruction, and counselor/advisor. (DE)

Comments on Falvey's article, focusing on whether and how research in mental health counseling can be enhanced. Makes a distinction between appreciation and consumption of research on the one hand, and research production on the other hand. Discusses ways of enhancing appreciation/consumption and production. (Author/ABL)

Responds to Elizabeth Falvey's article and Charles Gelso's reply to Falvey's article. Focuses on essential elements articulated by these two authors to a critical problem confronting mental health counseling profession-the split between mental health counseling practice and research. Calls for a rethinking of the discipline. (ABL)

Teacher training reform in Yugoslavia is discussed in this article. Described are changes made during the 80's, curriculum content, practical training components, conflicts among teacher educators, and problems associated with locating practice teaching sites. (IAH)

Course objectives, organization, and reading for a graduate seminar in educational leadership at Teachers College Columbia University are described. Small student groups assigned the task of teaching course content experience some of the processes presented in the literature, thus providing practice in some of the functions of leadership. (IAH)

Evaluation research is discussed as an applied social science that uses quantitative-comparative techniques to assess the effects of planned intervention. Focus is on the generally insufficient validity of treatment effectiveness research, and the relationship between research constructs and theory and their operationalization. (TJH)

Describes a Long Island, New York, school district's staff development project designed to improve student learning and thinking strategies by applying interactive and constructive learning theory. The three-year project focused on bettering reading instruction across the curriculum and used teacher-selected materials and demonstration lessons to…

Howard Gardner's Multiple Intelligence construct is considered from the perspective of its viability in gifted education, especially in comparison with the more traditional Intelligence Quotient-based construct of intelligence. Empirical and theoretical support and contradictory findings are discussed from the literature in cognitive science and…

A comparison of the theoretically enormous potential of computer assisted instruction (CAI) to individualize instruction with its limited present-day realization indicates that computers are limiting to students. Rather than attributing effective CAI to its mythical ability to tailor instruction, instructional developers should evaluate exactly…