Examines the theoretical underpinnings of situation cognition and derives implications for the design of situated learning environments. Highlights include a discussion of the four basic issues of the conceptual framework of situation cognition; these include the role of content, context, facilitation, and assessment. A table summarizes the…

Argues that a curriculum based on mathematics such as it arises in solving everyday problems is unrealistic; the problem of transfer cannot be resolved by claiming that it should not exist in the first place. (49 references) (MKR)

This article reviews the basic tenets of the Situational Leadership model, examines the steps of the Conflict Model for decision making, and presents a conceptual model that integrates the two. The integrated model aims to provide a systematic means for allowing individuals to learn how to participate in organizational decisions. (JDD)

Challenges Wilson's 1990 work which, according to the author, bluntly rejected various expert-novice techniques in favor of the classical experimental design. Asserts that, if educators want to study expertise, they should move to understand this expertise in context, for example, in real-life tasks. Argues that research questions not methodology…

Presents an interdisciplinary model that weaves leadership concepts into the contextual richness of history by employing the visual arts as catalysts. Links leadership concepts to activities involved in the administration of an art museum. Assesses strategy's effectiveness by examining comments from involved students. (17 references) (MLH)

Analysis of young children's comprehension of common idioms revealed a significant linear trend for children to make more literal responses with increasing age. Children did not find the story contexts helpful in interpreting the idioms. A range of comprehension scores was found among the individual idioms, but semantic transparency was not…

This study examined the presuppositional skills of 5 verbal autistic children (ages 7-12). Results revealed that subjects demonstrated some social-cognitive knowledge of others as reflected in quantitative and qualitative modifications in language relative to naive and knowledgeable listener contexts. (Author/JDD)

Gives an overview of the 10 research articles in this issue. Notes that all studies in this issue examine child behavior from a perspective that views behavior as mediated by social context, challenging the logical positivism of conventional experimentation. (MM)

Recapitulates the theory that adult learning involves projection of value-laden symbols into sense perceptions to extract meaning from experience. Responds to criticism by emphasizing that critical reflection and rational discourse are manifestations of culture. (SK)

Although divergent-thinking tests were once the most common creativity measure in psychological and educational research, their popularity among researchers is waning because of serious questions concerning validity. Recent research suggests that divergent-thinking test scores fail to predict real-world creativity. A task-specific approach may…

This paper presents a model for the theoretical understanding of communication with individuals with severe disabilities, called the "Context times Memory model." Issues discussed include a memory framework describing the structure of communicative knowledge; information processing mechanisms that make possible the patterns of everyday…

Provides examples illustrating that the study of technologically-mediated communication, if approached from an ethnographic perspective, draws attention to old questions of interactional patterning in what may be radically new contexts of communication. Notes a central issue to be explored, that of the implications of formulating the notion of…

Defines responsible fathering, summarizes the relevant research, and presents a systemic, ecological framework to organize research and programmatic work in this area. A principal finding is that fathering is influenced, even more than mothering, by contextual factors in the family and community. (Author)

Argues that leadership is not a single-direction process, but a dynamic interaction between leaders and their contexts. Employs multiple perspectives on university leadership, highlighting five contextual aspects: formal laws and statutes; economic resources, human competence and resources, the cultural sphere, and the sphere of power and…

Maintains that Rogoff's work has implications for supporting the development of a well-designed "Practical Life" environment in Montessori schools. Questions the appropriateness of the concept of proximal development for the Montessori approach. Concludes that the book reaffirms one's commitment to the Montessori perspective. (KB)