Outlines the usefulness of discourse for guidance and counseling; explains how discourse can solve theory-practice problems. Maps and locates guidance and counseling practice in relation to six discourses: user, practitioner, professional, manager, policymaker, academic. Contains 39 references. (SK)

Looks at the North Carolina experiment in implementing learning style theory in residential schools for juvenile delinquents. Asserts that results do not support the theoretical benefits advanced by learning styles proponents. Contains 21 references. (JOW)

Presents a reaction to major contribution articles from this issue of "The Counseling Psychologist" (2000, [this issue]). Congratulates the authors for providing an impetus to strengthen a prevention initiative in the practice and science of the counseling psychology profession. Urges counselors to maintain a commitment and resolve to…

Provides a response to the reactants of the authors' articles (2000, [this issue]). Praises the reactants' comments, particularly their additional incentives to give prevention greater prominence and significance in the profession. Comments on the issue of primary and secondary prevention, and presents five Call to Action proposals. (GCP)

Discusses the strengths and limitations of the current pragmatic focus of research in suicidology and presents an argument for theoretical grounding as a precursor for continued advancement in this area. Presents an existential-constructivist framework of "meaning creation" as a theoretical heuristic for understanding suicide. Outlines general…

Discusses a way of introducing a scientific controversy that emphasizes objective aspects of such issues as multiple theoretical interpretation of phenomena, choosing a theory, and insistence on the chosen theory. The goal is to give students a better insight into the workings of science and provide guidelines for building theories in their own…

Presents three supervision methods which emerged from a qualitative study of the experiences of feminist family therapy supervisors and the therapists they supervised: the supervision contract, collaborative methods, and hierarchical methods. Provides a description of the participants' experiences of these methods and discusses their fit with…

Critically contrasts the three main schools of thought on knowledge and assesses the resulting implications for knowledge management. Presents a conceptual model to integrate theoretical and practical themes to serve as a framework for developing a future research agenda for the development of knowledge management business tools and applications.…

Suggests that research practices of a heterosexually constructed social order suppress nonheterosexual knowledge. Advocates research that is designed, constructed, and analyzed from a "queered position" that challenges the dominant view of what may be known and who may be the knower. (SK)

Finds debate and confusion about the use of passive voice in texts in general, and in computer manuals in particular. Aims to provide clarity by presenting the "alternation principle" for the use of the passive voice in computer manuals, in which active voice is used for user actions and passive voice for automatic computer actions. (PA)

Attempts to define critiques by evaluating working taxonomies and examining the basis for critiques in argumentation theory and practice. Establishes a case for "kritiks" (vs. critiques). Reviews major criticisms of theory and practice strategies for debating them. Concludes that this argument genre should not be rejected prematurely.…

Evidence-based practice integrates research and practice through such techniques as precisely defining practice problems, conducting efficient literature searches, selecting the best information from searches, applying rules of evidence to test its validity, and extracting and applying practice implications. (SK)

Discusses ways in which journalism can contribute to the teaching of literature. Argues that the redeeming of journalism by teachers of literature will help to redeem literary studies itself. (SR)

Outlines the philosophies and theories of Joseph Schwab (deliberation toward decision), William Bagley (disciplined classroom progress), and John Dewey (pragmatism and education through occupations). Suggests elements to guide contemporary curriculum: respect for theory and practice; theory as guide, not determinant; and theoretical principles…

Article discusses the role that negative results or "no-difference" findings play in research and research reviews of empirically supported interventions in school psychology. Argues for publication of these findings in school psychology journals when they occur in the context of development of empirically supported interventions and…