This review of the importance of rapid automatized naming (RAN) as a predictor of reading competence reports on its centrality in the double deficit hypothesis and recent research suggesting that RAN taps both visual-verbal (language domain) and processing speed (executive domain) contributions to reading. (Contains extensive references.)…

Presents an overview of W. E. Cross's original (1971) and revised (1991) nigrescence theory in the context of developing a scale to measure the revised model. Also highlighted is the purpose of the other articles in this special issue of the "Journal of Multicultural Counseling and Development." (Contains 28 references and 1 table.) (GCP)

In this article, I discuss two interrelated sets of challenges that the discursive practice of learning disability (LD) will need to address, namely, issues associated with the development of a historiography of special education and a more complex understanding of representation issues. I use social theory to address these challenges and raise…

Over the past decade there has been a growing concern over the gap between research and practice in family and other human sciences. Family scientists have been troubled that the scientific knowledge base is not frequently used by practitioners, whereas practitioners have complained that the research base is often not very useful for issues faced…

This paper gives an account of a fieldwork exercise in Paris which attempted to relate social theory and fieldwork practice. The paper begins with a brief historical review of different perspectives on the practice of walking, as a form of movement through the city with aesthetic and critical potential. A more detailed account is then given of the…

Despite calls over several decades for theory development, there remains no overarching knowledge-translation theory. However, a range of models and theoretical perspectives focused on narrower and related areas have been available for some time. We provide an overview of selected perspectives that we believe are particularly useful for developing…

Collaboration is a key aspect in developing effective educational provision for pupils with special educational needs. In this study, collaboration is conceptualized as a dynamic system for educational efforts which endorses collegial, interdependent and co-equal styles of interaction between teachers and speech and language therapists (SLTs).…

Critique is a concept that is constantly used as an instrument for agreement or disagreement, for reflection and discussion. There is a difference, however, between critique as a historically grounded phenomenon and critique as a utopian conception not situated in any particular socio-historical context. Educational theory resists reduction to…

This article discusses the theory and practice of constructivism and suggests a way to move from the theory into the practice of it.

Much has been written on the relationship between Arthur Schopenhauer and Friedrich Nietzsche. Much remains to be said, however, concerning their respective theories of the sublime. In this article, the author first argues against the traditional, dialectical view of Schopenhauer's theory of the sublime that stresses the crucial role the sublime…

This paper offers a personal view of the need for and uses of theory in educational research. It draws on the work of two exemplary theorists to point up the epistemological role of theory in making research possible and making it reflexive. The second section of the paper deploys some recent ideas and research from class theory and class analysis…

Using a grounded theory approach to investigate the multidimensional reflections of two Reading Recovery teachers, this inquiry responds to calls for research on reflection and provides information for the field of education in understanding the nature of teachers' reflections and how they inform teaching practices. Reading Recovery is a…

This paper explores the work of an ongoing research project at University College Cork (UCC) which has sought to further the understanding of students in the BA Early Childhood Studies (BAECS) programme on issues of global diversity, set within childhood contexts. It tracks the process of development of the project thus far, highlighting key…

This study examined student teachers' (n = 50) culturally responsive teaching self-efficacy beliefs and the frequency in which they implemented these practices into their classroom teaching. The results revealed that student teachers were more efficacious in their ability to execute general teaching practices that may not necessarily require…

This article argues that by using theories of the spatial to understand how situated materiality (i.e., place) and contestations of identity matter when conceiving global and curricular space, educators may interrupt and rearticulate practices and systems of oppression. By focusing on globalization writ large, there is danger of leaving important…