This review of research and related developments in special education in Scotland from 1975-1985 concludes that research has increased the knowledge and understanding of teachers of pupils with learning difficulties and has underpinned policy development, but that teachers need to be encouraged to be more involved in research. (Author/JDD)

Suggests ways to help students move beyond rewriting to revising, including situational analysis and peer evaluation. Provides a worksheet on generating ideas, guidelines for evaluation, questions for peer evaluation, and a sample research article assignment. (MM)

Argues that, in practice, teaching is not restricted to technical views of child development produced by Piagetian theories, but draws upon a complex analogical network of experience-based images of childhood. Recognizes children as persons with a potent presence in adult lives, rather than as a univocal object demain for scientific study. (DMM)

A joint effort between the Minnesota Extension Service and University of Minnesota School of Medicine produced a community-based research and educational program on stress, depression, and suicide prevention. The Teens in Distress program represents a successful collaborative effort and illustrates the potential problems when Extension…

A description is given of the process of developing a casebook prototype that combined vignettes, collected from 22 mentor teachers, by experienced teachers with theoretical knowledge. Use of cases in inservice teacher education and other areas of educator education are discussed. A sample case is included. (IAH)

Argues that an understanding of how children acquire reading and writing processes should be the prime basis for making decisions about new information technology. Notes that technology can be selected that is consonant with one's understanding of teaching and learning. (MM)

Responds to Myra Kogen's article, "The Conventions of Expository Writing" (JBW; v5 n1). Discusses several misunderstandings about models of intellectual development. Argues that developmental schemes are useful when interpreted cautiously, but risky if used to classify a student's intellectual development. (MM)

Defines the value of classroom research in terms of three paradoxes: (1) it steps back by taking an intimate look; (2) it yields a holistic view but also reveals the dynamics of its parts; and (3) it is a unique whole and a part of inquiry into language and learning. (RS)

Describes how basals help translate research into practice (responding to changes in theory), and provide on-the-job training for teachers. Notes that although continued revisions of basal series are necessary, they are useful for teachers who do not have time, energy, or expertise to develop reading materials and activities. (MM)

Before chaos theory, Western society had no "scientific" tools to deal with disorder and unpredictability because science relied on factual evidence. With chaos theory, knowing and believing are now seen as interconnected and both are considered authentic. Counseling should reflect this authenticity with compassion, not control. (LKS)

This article presents the perspective that chaos theory may provide a more flexible, nonlinear, and effective model and basis for the preparation and education of counselors than competing linear-causal models. (Author)

Describes the theory and practice of group work with a central focus on what group leaders can expect in the process of leading a grieving-and-loss group. Authors describe their group work with clients experiencing grief and review several theories of grief relating to loss. (Author)

Counters seven myths about multiple intelligences that have arisen since the author's 1993 book "Frames of Mind" was published with seven complementary "realities." Demonstrates some problematic applications of MI theory in schools and praises three positive applications, including cultivation of desired capabilities, varied…

This essay discusses the significance functional analysis has had for applied behavior analysis of aberrant behavior. The methodology has lessened the field's reliance on default technologies and promoted analysis of environment-behavior interactions maintaining target responses as the basis for selecting treatments. It has also contributed to the…

Indicates that Gardner's "Multiple Intelligences: The Theory in Practice" represents an attempt to incorporate many perspectives and previously published essays in the educational implications of multiple intelligences theory. The article suggests that the book focuses less on schools and more on further development of the theory and…