This article reconceptualizes performance as a generative metaphor for educational research based on theoretical and methodological points of contact between instructional communication and performance studies. Asking which aspects of educational experience are open to performance-centered research, it considers new research agendas. (SLD)

Responds to commentaries in this issue by Greta Fein and by Daniel Walsh and Gary King on criticisms of quantitative research. Argues that the data-driven nature of child development research has an impact not only on how research questions are answered but on what questions are asked in the first place. (MDM)

A 1984 partnership between Brigham Young University and five Utah school districts resulted in a new principal preparation program that integrates theory and practice and provides meaningful practice opportunities. The Leaders Preparation Program includes several NASSP-sponsored workshops allowing interns to experience, in a safe but challenging…

Contends that research on teaching of social studies methods courses neglects significant topics such as whether or not attitude changes are reflected in teaching methods and the relationship between methods courses and the broader teacher education program. Recommends a broader conception of research. (CFR)

This study investigated student teachers' beliefs about teaching and learning, examining how prior beliefs were affected as students progressed through their programs. Observations and interviews at three different times indicated subjects maintained their personal philosophies of teaching and learning and their original metaphor(s), though their…

A theoretical perspective on learning based on the work of L.S. Vygotsky is used in an analysis of interventions made by 15 teachers in the computer-based activities of their 50 5- to 12-year-old students. Usefulness of the perspective is evaluated, and implications for developing computer-based activities are discussed. (SLD)

Uses case studies of students to outline the theories related to cognitive development and different ways of understanding what knowledge is. Organizes four sets of concepts: (1) the construct of intelligence; (2) different ways of knowing; (3) the nature of constructivism; and (4) the active, strategic process of learning. Contains 19 references.…

Researches teachers' views on the value of officially recommended methods of "differentiation" for able pupils in primary and secondary classrooms. Concludes that teachers are more subtle in their use of the methods than official recommendations allow for, and that no single method can be applied without an understanding of context. (DSK)

Efforts to establish a sound, accessible knowledge base for the counseling profession are discussed. Walz has directed the Educational Resources Information Center-Counseling and Student Services section for the past 30 years, and has been a leading spokesperson about counseling research and development issues. Future challenges are presented.…

Three standardized measures of child and adolescent behavior for ages 12-18 are studied: (1) Achenbach Child Behavior Checklist and Teacher Report Form; (2) Behavior Assessment System for Children; (3) Social Skills Rating System. Challenges to psychologists to include the experiences of girls in the knowledge-base grounding their practice and…

Considers writing instruction in open-admissions sites as central to the historical formation and continuing practice of composition studies. Interviews compositionists at open-admissions institutions, showing how they put students' acts of reading and writing at the center of their disciplinary practice, and regard the teaching of first-year…

Four articles discuss recent findings on early brain development, describe classroom applications for specific findings, and include a brain compatibility evaluation: (1) "Primed for Learning: The Young Child's Mind" (Karen Stephens); (2) "Turning Knowledge into Practice" (Pam Schiller); (3) "Is Your Program Brain…

This response to Rule et al. (EC 620 843) concerning translating research on naturalistic instruction into early-intervention practice with young children with disabilities raises concerns about treatment fidelity in such research studies, and notes the existence of pioneering models for studying treatment fidelity. (DB)

This response to Rule et al. (EC 620 843) concerning translating research on naturalistic instruction into early intervention practice with young children with disabilities questions whether the main features of naturalistic instruction are often fully implemented, and suggests that following the suggested guidelines might lead to actually…

Analysis of responses (N=141) to a survey of teacher educators concerning the Case Method of Instruction (CMI) found that 78% were using or had recently used CMI; CMI was used most frequently in assessment and methods classes. Respondents identified CMI advantages as the application of theory to practice and development of problem-solving skills.…