Through research on personal perspectives of community workers, the author has identified a gap between theory and practice in the area of community work. She argues that ideology is the bridging mechanism through which one explains and redevelops practice and defines the nature of the process. (CH)

This article reports on a large-scale study of beginning teacher programs in two states. The purpose was to describe how certain induction programs affected the transition from student of teaching to teacher. Findings related to program implementation and program effects are summarized, and implications are discussed. (MT)

The purpose of this paper is to present a theory of career development drawn from current work in the physical and biological sciences, specifically work that is associated with chaos and complexity theories. The paper includes specific suggestions for practice based upon the theory and reflections of career professionals on its use. The theory…

This paper is conceived as an extended reflection on what has passed for a materialist epistemology--which may be one way to understand cultural work--in English Studies. Rather than providing any final answers to the questions of what the praxis says about the theory, the paper first examines the origin of the humanistic literary text and then…

Details one teacher educator's struggle to articulate a theory that informs her practice. Advocates learning about "un-knowing" and "not-knowing." Cites the role of guidelines in regenerating or revisioning teacher education programs. (PA)

Discusses educating for the professions where teachers seek to enable students to engage in professional practice as competent practitioners, questions the adequacy of traditional approaches for promoting competence practice, and suggests that competence development focus on enriching experience of practice and change in the structure of the…

Considers that the responsibilities of teachers of technical communication should be redefined to take into account the social nature of the field. Suggests three levels of responsibility: at the theoretical level, at the pedagogical level, and at the level of social action. Offers suggestions for helping students locate or develop alternative…

Compares the day-to-day work routines of commercial radio with the principles of a theoretical communication model. Illuminates peculiarities of the conduct of communication by commercial radio. Discusses the application of theoretical models to the evaluation of practicing institutions. Offers assessments of commercial radio deriving from…

Interviews with 19 nursing students (from a cohort of 135) indicated that they liked reflective groups for support but there was little evidence of a theory-practice link or stimulation of reflection-on-action. Practice discussions tended to emphasize dramatic and emotionally charged situations. There was a need for understanding about the…

Triangulates Christie's findings with other research on the evaluation practice-theory relationship and offers additional methods and directions for future research on evaluation practice. (SLD)

Argues that there is a need for further theoretical development regarding formative assessment, which needs to take account of disciplinary epistemology, theories of intellectual and moral development, students' stages of intellectual development, and the psychology of giving and receiving feedback. Sketches the direction this development might…

There is a growing recognition of the importance of collaboration between educators and other helping professionals and families. Research on collaboration and practical experience suggest a number of elements are necessary for true collaboration to emerge. The author summarizes research on effective collaboration and provides a three-step model…

An "intelligent careers" framework (knowing why, knowing how, knowing whom) combined with active engagement practices can integrate occupational and organizational career counseling. The Intelligent Career Card Sort is a technique in which clients select themes reflecting their values in the three parts of the framework. (Contains 37…

Discusses the gap between academic research and practice in public administration and argues that it can be traced to conflicts such as theoretical vs. pragmatic knowledge, data-supported vs. logic-driven information, scientific method vs. case studies, academic vs. practitioner journals, and tenure vs. organizational effectiveness. Explores…

Outlines the cooperative education curriculum for engineering at Northeastern University, which includes the following goals: critical thinking, knowledge, communication, social responsibility, personal/professional growth, career preparation, and information literacy. It bridges theory and practice, provides an ethical perspective, and prepares…