Clinical scholarship begins with reflective observation of patients but differs from clinical research. It results in knowing based on informed, intelligent, and clinically grounded analysis. It is a more appropriate approach for some kinds of problems. (SK)

Discusses the need for a bridge between the literatures of contemporary media studies and critical pedagogy. Argues that the theorization of pedagogy offers significant contributions in both the classroom and in the literatures of contemporary media and cultural studies. Describes a course on the theory and practice of the video documentary, and…

Argues that production should be treated seriously as a form of research. Asserts that such research contributes to production theory and to an overall understanding of the media. Presents a new idea about what kind of knowledge comes from production and what kind of written research typically results from this knowledge. (PRA)

Argues that the preparation of professional English-as-a-Foreign-Language (EFL) teachers should be based on the development of "theory of action"--a thoughtful, systematic, and principled rationale underlying practice--by means of continual interaction between the theoretical and practical components of a course. (22 references) (JL)

Argues for the interdependence of theory and practice where rhetoric is concerned. Suggests certain inventional possibilities, when critical discourse engages controversial cases of rhetorical practice. (PRA)

Several different approaches to working with parents of handicapped children have developed over the years out of broad range of perspectives. Literature review examines perspectives from early 1960s, from stage theorists' point of view, and from current research in family/child/environment interactions. Discusses implications for school…

Reviews key assumptions of contextualism, as embodied in social role theory and the lifespan development tradition, highlighting relevant theory and research. Proposes that two vital forces within current counseling, constructivism and interactional counseling, are animated by contextualist notions of development. Outlines specific implications of…

Presents a dialogue on the collaboration between universities and schools involving four educators involved in the Stanford Teacher Education Program at Stanford University. Focuses on the "two-worlds pitfall": a false dichotomy between theory (as presented in teacher education courses) and practice (as experienced daily by practicing…

Discusses themes in theoretical development of cognitive psychotherapies since 1950s inception: differentiation of rationalist and constructivist therapies and metatheories of knowing; acknowledgment of social, biological, and embodiment processes in therapy; recognition of unconscious processes; self-organizing and self-protective processes in…

Reviews Caplan's "Theory and Practice of Mental Health Consultation" (1970), considered classic seminal work in field of consultation. Presents Caplan's general definition of consultation and general principles or procedures of consultation. Describes each of Caplan's four models of consultation and compares models in terms of professional role of…

Problems with nursing theory include a gap between theory and practice, theory as ideology, theory's inability to reflect reality, and theory as a limiting force. Models of diversity may make theory a more useful tool. (SK)

Furthers an understanding of university planning and suggests improvements in university planning practice, drawing on conceptual distinctions derived from planning literature and comparing three case studies employing these distinctions. By combining and extending the various planning models and testing them through case studies, one might…

Suggests six ways to help educators keep the door open to conversation and professional growth. (MG)

Discusses the many different taxonomies of nursing diagnosis and how it can be brought out of the theory into practical application. Explains five steps of nursing diagnosis: assessment, formulation, expected outcomes, individualized interventions, and evaluation. (JOW)

Focuses on the issue of generalizability of laboratory studies. Explores the utility of both laboratory and field studies. Maintains that many laboratory studies can have meaningful applied value to managers in spite of their extreme artificiality. Offers a rationale for each approach and criteria for assessing them. (SR)