Beings participating in mutual interrelationships with an environment do not need memories. Instead, they are involved in remembering as part of their continual adaptation within that environment. (PCB)

Investigates use of remedial strategies for coping with embarrassment, examining (1) the relative frequency of types of strategies used by embarrassed persons and others to manage embarrassing predicaments; and (2) the extent to which strategies vary as a function of the type of situation causing the embarrassment. (SR)

Explores different attempts to specify the supraindividual unit of analysis in terms of which culture's contributions to human development are to be understood. Traces the history and current usage of terms such as practice, activity, situation, and context. (BAC)

Children used more complex forms of symbolic play when they played with their mothers than when they were engaged in solitary play. The role of active partnership in symbolic play development is discussed. (RH)

Offers a model representing a normative perspective on organizational leadership. An organization's normative structure consists of members' perceptions of conditions necessitating leadership, the extent to which these conditions are present, and members' beliefs about leaders' intentions and how they should be realized. Leadership cannot be…

Reports on a study that explores human information behavior in command and control contexts in the military. Highlights include interwoven situational awareness; the need for dense social networks; contested collaboration; and insights into human information behavior in dynamic and complex group work contexts. (Author/LRW)

Examines the problem posed to ethnographic research on speech communication by the traditional distinction between text and context as figure versus ground, or as hierarchical organization of focal events, or as phenomena within which those events are embedded. An ethnographic perspective on discourse within which text and context form an…

Discusses benefits and drawbacks of a team approach to building a library Web site, based on experiences of redesigning the Web site at Wake Forest University's library. Considers the community context at Wake Forest, including laptop computers being issued to students, faculty, and staff; and support needed from library administrators. (LRW)

Discusses the storied approach as a constructivist perspective on career counseling. The storied approach explores the client's world through story development as the client and counselor collaboratively co-construct, deconstruct, and construct life stories. Assessment consists of both quantitative and qualitative data that are woven into the…

Examined a teachers' relations with his students when he returned to the elementary classroom during a sabbatical from the university. Data from journal entries and reflections suggest that teacher-student relations are characterized by a negotiative process reflecting the situational nature of the relationship in the context of the larger…

It is commonplace in current educational discourse for appeals to be made to the need to "educate for change", to "learn how to learn", to "prepare for the knowledge society". These are, in fact, entirely vacuous concepts. One might as well suggest that schools should "get pupils ready for temperature". Being empty of real meaning such appeals…

A description of the message ("content") and medium ("context") of the opening plenary of the 2004 joint meeting of APRRE and the REA, Denver 2004. The author recounts and develops the experience of the three-fold opening event: image projections, discussion, and input. This piece suggests that what is at stake in the contest between content and…

In this paper I examine Peirce's epistemological and ontological theories and indicate their relevance to educational practice. I argue that Peirce's conception of Firsts, Seconds and Thirds entails a fundamental ontological realism. I further argue that Peirce does have a theory of truth, that it is a particular non-traditional "correspondence"…

Children constantly encounter signs during cultural practices, although many theories do not fully acknowledge sociocultural aspects of semiotic development. The author examines research on cultural practices and contexts in which children learn to produce signs involving representational drawing and pretend play. This work is contrasted with more…

The context of teaching requires different areas of expertise, and therefore one must know what fits best for his or her priorities, depending upon the teaching environment. All students deserve a full and rich education, but at times it is easy to forget the contexts in which teachers teach and learn and consider alternate context and cultures…