Discusses three approaches to the history of reading: (1) reading as definition, focusing on the features that characterize reading; (2) reading as cause and effect, focusing on why different definitions of reading come into being; and (3) reading as ideology, focusing on what goal or ideology is implied by a particular history. (MM)

Normative inquiry in curriculum (NIC) is concerned with a substantive, integrative approach to values so that the curriculum possesses integrity, consistency, and congruity. This article explores definitions and characteristics of NIC, analyzes the role of curricular influences and realities, provides suggestions for getting started, and answers…

Expands Henri Fayol's definition of the administrative process to include a humanistic approach involving planning, organizing, implementing, controlling, evaluating, and satisfying functions. This empirical definition differs from some theoretical approaches by looking beyond resource consumption to consider ecological effects on the environment…

The new definition of learning disabilities proposed by the National Joint Committee for Learning Disabilities is discussed in terms of its need, procedures followed in its development, the Committee's intention regarding critical elements, and the definition's current status (acceptance by four of the six member organizations). (DB)

Stokes, Osnes, and Guevremont's (1987) implicit definition of correspondence classes is fundamentally procedural. A contingency-space analysis, on the other hand, is independent of specific procedures and focuses attention on problems inherent in some procedural definitions. It addresses the issue of distinguishing specific instances from classes.…

A review of both institutional theories and recent empirical studies employing institutional arguments reveals great diversity. Different definitions and explanations for organizations and their structures are employed and various causal arguments subsumed under this general perspective. Two primary actors and shapers of institutional environments…

Charles Carter's views on higher education are discussed, and the educational history of the university as an institution is examined. Carter views universities as a diverse set of institutions linked in a comprehensive framework to provide flexible and fair access to higher learning in the sciences and the arts. (RM)

Levels of skill in the use of computers are defined. "Computer literacy" means a fundamental ability of computers. "Computer competent" implies being able to use the computer as a tool--professionally. "Computer fluent" implies knowing several computer languages, and "computer geniuses" are those who change the field. (MLW)

The article presents a step by step refutation of criticisms made by Hans Jellen in a presentation critical of J. Renzulli's conception of the gifted, of the Enrichment Triad Model, and the Revolving Door Identification Model. (Author/CL)

The difference between estimation (the mental skill of making an educated guess) and approximation (finding a result precise enough for a specific purpose) is discussed. (MNS)

The paper examines several common definitions of giftedness and talent, with particular emphasis on the models proposed by J. Renzulli and S. Cohn. A differentiation between giftedness and talent is suggested, and several factors which can act as catalysts for the actualization of giftedness in specific talents are discussed, particularly…

Discusses the different ways theorists and researchers define "reading." (FL)

The author criticizes an article defending the concept of learning disabilities and points out methodological concerns. He asserts that the term has not only not reduced ambiguities and inconsistencies in the definitions but has increased competition for diminishing federal and state support. (CL)

Illustrates kinds of intelligence tests, discussing factors indicating intelligence: genetics, reaction time, latency and amplitude, and variability. Lists the advantages and disadvantages of the intelligence tests mentioned. (CI)

Discusses conceptual differences between "culture,""social system," and "society." Suggests ways that a unique concept of culture can become meaningful in cross-cultural psychological research. (GC)