This study, involving 1,069 children (ages 9-14) referred for evaluation of learning disability, used 3 definitions of reading disability to provide criteria for 5 groups of children based on discrepancy between intelligence quotient (IQ) and academic achievement. Results question the validity of segregating children with reading deficiencies…

Directions for future research on goal theory are suggested. The need for greater specificity in construct definition and the possible contributions of constructivist perspectives on learning and instruction are considered. An investigation is proposed of the way social goals interact with mastery and performance goals. (Author/SLD)

Discusses two widely practiced principles of management (protecting the rear and knowing the limits of a job) as they relate to the philosophy of education. The article examines Werner Jaeger's definition of education in his 1939 book, "Paideia," as well as other definitions that have helped shape current educational management. (SM)

This article describes instruments and methods to assess the primary characteristics that define attention deficit disorder (ADD) for the purpose of identification. Issues in ADD assessment include identifying co-occurring disabilities, defining the severity of ADD, and determining the pervasiveness and situational nature of the behavioral…

Argues that much work needs to be done to assess the impacts of global networking on academic institutional performance. How the academic networked environment can be defined, possible assessment criteria, the need for a user perspective, and specific research needs are discussed. (Contains 11 references.) (KRN)

A conceptual framework is presented for organizing and relating terms pertaining to select knowledge constructs. In constructing this framework, definitions are derived for 27 basic terms essential for understanding literature on learning and literacy. Implications of this terminology for research and instructional practice are discussed. (SLD)

An approach is presented to the definition of minimal competence for judges to use in standard setting. Panelists in standard setting must receive training to ensure that differences in rating result from differences in perceptions of item difficulty, not in differences of opinion about the definition of minimal competence. (SLD)

This current response to a 1968 article by Ray Barsch (EC 602 662) notes lack of progress in defining and classifying learning disabilities and in determining appropriate interventions to help students with learning disabilities. The paper distinguishes among three types of learning problems and notes the need for individualized transdisciplinary…

Reviews the ongoing efforts to profile the nation's elementary and secondary schools. The efforts will be incomplete unless new approaches address the diversity in the rural component of the public school universe. Discusses definitional, conceptual, methodological, and policy-application issues related to the task of constructing a federal…

This article reviews definitions of quality of life; explores the subjective nature of life quality for people with disabilities; relates the concept to cultural norms and universal human values and needs; explores the optimal theory of personal well-being; and surveys the source and use of research and implications for planning and evaluating…

Relationships among individuals' foreign language learning experiences, their beliefs about the effectiveness of language learning strategies, and their definitions of the learning task were studied for 194 college students. Results confirm that language learning experience is related to strategy beliefs. Implications for educational practice are…

This paper examines changing definitions of quality as they have been applied to British teacher education in the 1980s, focusing on the viewpoints adopted by government agencies and in public policy. Current and potential problems with the lack of consistency or consensus and the profession's inability to establish criteria are discussed. (MSE)

Finds that a combination of high letter-sound knowledge and print feedback facilitated awareness of phonemes among nonreaders, but awareness of rhymes was not facilitated by high letter-sound knowledge or print feedback. Suggests that the definition of literacy used with bidirectional, causal models of phonological awareness be expanded. (RS)

To develop a perspective for assessing the effectiveness of developmental education, we must develop definitions, values, and criteria that permit consistency in analyzing students' learning needs and educational outcomes and in comparing research on developmental education. Research literature shows that a lack of consistent perspectives for…

Issues in the use of teacher productivity as an aspect of teacher evaluation are discussed, focusing on defining and measuring productivity. The underlying belief is that the central question driving education and teacher evaluation should focus on what teachers and schools can accomplish with students. (SLD)