Research in the early part of the 20th century focused on finding scientific proofs for justification of practice and drew on educational psychology for its methods. Critics charged the quantitative, experimental paradigm with being seriously flawed. By the end of the 20th century, a new paradigm emerged as a variety of methodologies drawn from…

This article explores a new approach to taking theory into practice--one that offers a direct route from research to practice. Traditionally, theory makes its way to practice cloaked in particular curriculum interventions. We argue that taking theory into practice is essentially a matter of transfer--applying teaching and learning principles in…

Discusses typologies and taxonomies that classify and order adult education activities. Proposes a typology in which the label suggests the type of content in each category as well as suggesting the purpose of that form of adult education. (JOW)

Considers the problem of taking theories into the classroom. Suggests a re-examination of the relationship between theory and practice. Concludes that theories should not be criticized if they cannot be readily applied to instructional goals, and should not be expected to do more than they set out to do. (JAD)

Reviews Paulo Freire's concept of "praxis." Discusses ontological (Aristotle), objectivist (Descartes, Locke), expressionist (Kant), and sociological or "dialogical" (Marx) statements, and explains their potential application to the teaching of rhetoric. (JK)

This paper provides theoretical and practical information about using structural equation modeling (SEM) techniques. The first section discusses the theory of SEM, including five general steps: (1) model specification; (2) model identification; (3) model estimation; (4) testing model fit; and (5) model respecification. The second section applies…

Comments on the work of the Task Force on Evidence-Based Interventions in School Psychology. Discusses the significant advances and errors of commission and omission made by the Task Force in their efforts to develop a framework for the identification of evidence-based interventions (EBIs). This discussion is followed by description of a…

A formally simple expression for the maximal reliability of a linear composite is provided. Its theoretical implications and its relation to existing results for reliability are discussed. (Author/SLD)

Seeks to persuade doubting educational researchers that there is practical value in pursuing truth, thereby opposing non-realist and relativist accounts of educational research. Reiterates Karl Popper's account of truth as a standard at which to aim, and offers a defense of the correspondence theory of truth as a guiding principle for educational…

Uses an Aristotelian perspective to discuss the relationship between educational theory and practice. Draws on Aristotle's Nichomachean ethics and his description of three forms of knowledge to show that educational theory and practice are of qualitatively different categories and thus cannot automatically enter into a "fruitful…

Through personal experience, the author reestablishes the value of some principles that are basic to the practice of rehabilitation counseling. The challenges they pose for both rehabilitation consumers and providers are exemplified, and ways of truly embracing them are recommended. (Contains 13 references.) (Author)

Provides an overview of major models in HPT (human performance technology). Highlights include diagnostic models that show where HPT can be applied; process models that show how HPT can be applied; and holistic models that are nonlinear and consist of domains that exist separately but can be combined to form an ideal performance zone. (Author/LRW)

Curriculum theories are necessary to help researchers and practitioners deal with different purposes, forms, and functions. Theories should be logical; consider curriculum sources, systems, technical aspects, planning levels; incorporate subject matter and student experiences; help practitioners use whatever is being theorized. (MLH)

Discusses how computer-assisted career counselors can become more accountable for their services by using intensive research designs. Presents overview of computer-assisted career guidance (CACG) and discusses relevance of scientist-practitioner model. Presents applicable single-subject research, including simple and complex phase changes,…

Encourages the use of theory as a foundation for group training designs and suggests how specific theories might be used. Design considerations for training groups are reviewed. Selected examples are provided in the areas of experiential learning theory, educational taxonomy, group development theory, interpersonal relations theory, team-building…