This paper explores the channels by which research data make their way into public discussion, policy, and practice. The thesis is that scientific knowledge tends to concentrate with the already knowledgeable, and a way to hasten the diffusion process is needed. (MT)

Reviews criticism of empirical clinical practice which uses gender differences and conflict between quantitative and qualitative research methodologies to describe rift between practitioners and researchers. Offers alternative view emphasizing view's congruence with ethics of good practice and feminist perspectives. Addresses criticism of use of…

Analyzes and evaluates the various conceptualizations of information science that have appeared in the professional literature over the past 80 years. The extent to which the professional community possesses a common and unified understanding of the domain of information science is discussed. (82 references) (Author/CLB)

States that low research productivity in occupational therapy is primarily motivational and attitudinal. Suggests the need for (1) research and scholarly behavior models, (2) positive reinforcement, (3) a focus on clinical significance, and (4) multiple research approaches. (CH)

Uses three feminist assumptions (women are oppressed, the personal is political, feminists have double consciousness) to derive principles of feminist practice and identifies how principles are operationalized in programs published in "Family Relations." Discusses what it means to be a feminist practitioner, difficulty of translating feminist…

Proposes classification system for short-term and time-limited treatments that descriptively orders different types of brief treatments. Uses system to compare and contrast conceptually planned models of short-term therapy. Discusses research and practice implications for counseling psychologists. (Author/NB)

Stresses that the role of theory is to facilitate cognitive integration, which has a vertical dimension (abstract to concrete) and a horizontal one (across schools and substantive fields). The author emphasizes horizontal integration over upper-level vertical integration to help students communicate across specialities. (Author/DH)

The author discusses the need for good, practical research in industrial education and training. He stresses that researchers must apply the principles of objectivity, precision, and empiricism to their work, and states that much research in the field falls short of these goals. (Author/CH)

This article defines and contrasts defective, effective, and reflective views of teacher development. Implications for teacher education are discussed. (MT)

Notes that while researchers talk about many things--what to teach, how to teach, and when to teach reading--they don't talk about why to teach it. (FL)

Responds to three points Tomm (1986) makes: the heart of science is explanation, not measurement; Tomm's disagreement with Shields over the term "objectivity"; and Tomm's contention that the focus of research and theory building should be the interactional nature of therapy itself. (Author/ABB)

Discusses the conventions that define the range of legitimate routine in the reading profession. (FL)

Argues that good action research carefully utilizes action and reflection because knowledge is acquired through a reciprocity between thought and action. (SRT)

The authors discuss the use and development of a working philosophy for extension professionals. (CH)

Outlines the benefits of being both a teacher and practitioner of technical writing. Provides two detailed examples of teacher/practitioners who have used their dual training to advantage in both areas. (SRT)