Responds to an article in the same issue of this journal which defends the applied value of laboratory studies to managers. Agrees that external validity is often irrelevant, and maintains that the problem of making inferences from any subject sample in management communication is one that demands internal, not external, validity. (SR)

Responds to previous article by Strong on theory-driven science and naive empiricism in counseling psychology. Contrasts theory-driven science with discovery-oriented science, seeing two as complementary. Contends that findings from discovery-oriented research must eventually be placed in theoretical context to have optimum impact. Questions some…

Responds to previous article by Strong on theory-driven science and naive empiricism in counseling psychology. Questions distinction Strong makes between theory-driven science and naive empiricism. Argues that more relevant debate is between qualitative and quantitative approaches to counseling research. Presents some differences between the two…

Replies to responses to article on theory-driven science and naive empiricism in counseling psychology. Notes that cycle of scientific work entails both context of testing and of discovery. Sees work in context of discovery receiving little emphasis in scientific training. Sees differences in approaches to discovery related to subjectivism versus…

Focuses on boundaries clinicians draw between ethical and clinical responses in their work. Focuses particularly on psychodynamic practice in presenting three clinical vignettes. Vignettes highlight worker responses to one client's stealing and feelings of entitlement about it, another client's racism, and another's sexual abuse by previous…

Argues that social work has been more devoted to self-determination than to social justice. Proposes that implementation of social justice requires commitment to policy practice. Reviews literature to identify methods of policy practice: legislative advocacy, reform through litigation, social action, and social policy analysis. Analyzes each…

Notes that invitational theory presents the concept of invitations as related to five factors: people, places, policies, programs, and processes. Proposes addition of a sixth "P," politics. Assumption is made that, without addressing the political aspects of schools and school systems, success of the invitational model with the other…

Notes that one criticism of invitational theory is that it does not address itself to difficult situations. Refutes this criticism by first reviewing the basic assumptions of invitational theory and then explaining how the theory can be used to handle conflicts, both minor and major, that occur in one's personal and profession life. (NB)

Conducted visitations, observations, and interviews in 11 schools that were awarded Inviting School Award in United States to determine ways that these schools incorporate invitational philosophy and implement invitational theory in practice. Findings revealed that these schools were successful in creating environments where people, especially…

Considers, in a special issue on the topic, criteria for the admissibility of evidence and how methodology affects what is considered to be evidence. Argues that methodological debates are futile in the sense that observations are guided by implicit theories, and thus there is no evidence without explicit and clearly articulated theory. (SR)

Presents (in a special issue on criteria for the admissibility of evidence and how methodology affects what is considered to be evidence) five general criteria to evaluate evidence in the study of communication--that it should be consistent with a researcher's chosen epistemology; observable; gathered through systematic procedures; shared and made…

Responds to essays in a special issue on criteria for admissibility of evidence in communication research and how methodology affects what is considered to be evidence. Argues that communication research could benefit from a more connectional, conversational attitude toward scholarship. (SR)

Proposes a revised form of praxis--practical reasoning--as the basis for understanding adult education practice. Argues that this focus considers the value-laden and communal bases of the reasons for the actions of adult educators. (SK)

Human concern for the quality and protection of the natural environment forms the basis of successful environmental conservation activities. Considers environmental concern research and proposes a model that incorporates the multiple dimensions of research through which environmental concern may be evaluated. (MDH)

Engineers and technicians completed a knowledge inventory and performed an electronics troubleshooting activity in three context groups (repair, design, production). Results showed general lack of troubleshooting preparation in all groups; common troubleshooting processes among experts; and deemphasis of theoretical knowledge among production and…