Chaos theory is critically examined from the perspective of the philosophy of science. Chaos theory is summarized and related to the principle distinctions of scientific methodology. The relationship of worldviews, values and scientific theory is discussed. Conceptual and terminological issues are clarified; usefulness in counseling is discussed.…

Principals must create the infrastructure to support teacher-leadership roles. They can transform school leadership by creating opportunities for teachers to lead; building professional-learning communities; providing quality, results-driven professional development; and celebrating innovation and teacher expertise. Celebrating innovation and…

Discusses reasons for the limited behavior-analytic research about anxiety, describes recent developments in the experimental analysis of human behavior that make behavior-analytic study of anxiety more tenable, and examines some applied implications of these recent developments. Explores the term "anxiety" and recommends increased…

Examines the terminology used for "physical disability" in proto-Bantu and contemporary Bantu languages. Support for differing regional and historical meanings is developed, with the most ancient meaning linking physical disability to "becoming heavy" and contemporary Bantu emphasizing categorization in both human and non-human…

Criticizes Morelock's (1996) attempt at differentiating giftedness from talent, in part because it chooses precocious development instead of outstanding human abilities as the essence of giftedness and endorses the "talent for all" ideology. Gagne's Differentiated Model of Giftedness and Talent is presented as a more logical approach. (Author/CR)

This response to a critique by Francoys Gagne defends the Columbus Group definition of differentiating giftedness and talent. Concepts addressed include qualitative versus quantitative differences, generalizability of the gifted definition, intensity, precocious development, vulnerability of the moderately gifted, moral superiority, and gifted…

This rejoinder to Morelock's response to criticism of the Columbus Group definition of giftedness and talent addresses continuing concerns and defends the Differentiated Model of Giftedness and Talent. Giftedness is described as encompassing natural abilities and is distinct from the "talent potential" definition that is offered by Morelock. (CR)

Features a recent book ("Changing Our Minds: Negotiating English and Literacy") by and a conversation with Miles Myers, former Executive Director of the National Council of Teachers of English. Discusses changing work practices, historical shifts in definitions of literacy; "new literacies"; gaps between theory, policy, and lived experience; and…

Presents definitions and purposes of delegation, accountability, and empowerment as parts of a system aimed at high performance. It explores how advanced program evaluation methods can make delegation and accountability more effective and empowerment less risky. (SLD)

Presents 12 brief answers by editors and authors to the question of what a short story is. Includes a 23-item annotated bibliography of the best new (published between 1997 and 2000) short story collections for young adults. (RS)

Survey responses from 186 of 250 trainers/human resource managers and a Delphi panel of 21 rated companies' basic skills training provisions and the importance of basic skills. Although most stated their companies provide basic skills training, results show most are reluctant to hire, train, or retain workers with low basic skills. (SK)

Argues that, rather than trying to define technical communication in a nontraditional way, people should ask how those who already view technical communication in nontraditional ways can assist and challenge those who continue to view technical communication in a traditional way. (SR)

Discusses the need for totalizing definitions in rhetoric. Examines other aspects of Miller's and Kreth's individual comments (published in this issue). Distinguishes instrumental and rhetorical discourse to address Kreth's concerns that Moore lacks a precise definition of instrumental discourse. (PA)

Presents an interview with Moira Runcie, Editorial Director for ELT (English Language Teaching) dictionaries at Oxford University Press. The interview focuses on the work of A.S. Hornby in creating the first learners dictionary of English and shows how modern dictionaries draw on his work. (Author/JL)

Addresses the definitions of several mathematical concepts and the relationships between them based on a theoretical framework presented in the first part. Presents two examples of mathematical activities on equivalent and non-equivalent definitions constructed in the context of professional development workshops for mathematics teachers.…