Examines the relationship between faith and praxis in theology. Notes contemporary trends that make this relationship crucial for theology and explores implications for Christian witness through a brief analysis of several "liberation theologies." (Author/ABB)

This article examines teacher resistance to a particular instructional innovation, hypothesizes that teachers filter information through a series of experiential constraints, and suggests implications for teacher educators and researchers. (MT)

Delineates five orientations to reflective practice: immediate, technical, deliberative, dialectic, and transpersonal, each reflecting different social science bases and beliefs and values about education. Views them as interactive, interdependent, noncompeting, aspects of reflective practice. (SK)

Asserts that two great problems of learning confront humanity: (1) learning about the universe and (2) learning how to live wisely. The article further asserts that the first problem was solved with the creation of modern science, but the second problem has not yet been solved. The article suggests that to solve the second problem we need to learn…

Studied the self-reported evaluation practices of eight evaluation theorists and the real-world practices of 138 program evaluators. Derived a comparative framework to illustrate the similarities and differences among the eight theories as they are applied. (SLD)

Discusses the concept of process use as an important distinction between the evaluation theories of E. House and D. Fetterman, thus helping to explain the discordant results of C. Christie for these two theories. (SLD)

Discusses why evaluation has a field has not studied its own theory systematically and examines the tensions between the often-cited claim of K. Lewin that there is noting as practical as a good theory and the response of M. Fullan that there is nothing as theoretical as good practice. (Author/SLD)

Provides a synthesis of the critical commentary of each of the contributors to this volume. The field is a long way from a descriptive theory of evaluation, but small, well-defined steps that might be taken are outlined. (SLD)

Makes summary comments on the empirical study of evaluation theory and practice. Research has indicated that the statistical fit between theorists' and everyday evaluators' practice is weak, and the approaches used by everyday evaluators are not easily aligned with constructs assumed to be the theoretical terrain. (SLD)

Describes a study that identified competencies required of competent performance improvement professionals and determined how often performance improvement practitioners believed they should be, and are, currently applying each of the identified competencies. Reports on correlations between what they believe they should apply and what they are…

Transtheoretical metaphors of purpose, process, and product can be helpful for counselors to organize and focus therapy and for clients to conceptualize current marital patterns and create alternative relational habits. The case study of Kevin and Stacey is used to illustrate these constructs. (Contains 11 references.) (Author)

Researchers have posited that when students work on assignments with many discrete tasks, that each completed discrete task may be a conditioned reinforcer. If the discrete task completion hypothesis is accurate, then relative task completion rates should influence choice behavior in the same manner as relative rates of reinforcement. Results of a…

Theoretical integration refers to the conceptual unification of diverse counseling approaches. Contends that the general failure of integrative attempts is a by-product of the modernistic epistemic context in which the systems were considered and proposes an examination of common narrative features of counseling approaches in a postmodern…

Highlights relationships between theory and practice and the genesis of professional action in clinical nursing and among researchers. Suggests that clinical nurses learn from context, including each other, and are active producers of knowledge, not merely recipients. Concludes there is no research-practice gap as argued in the dominant barrier…

Model modification problems in covariance structure analysis are examined. The Modification Index, suggesting modifications based on a test statistic's largest drop in overall value, and the Expected Parameter Change, suggesting modifications based on the removal of large specification errors, are applied to two specifications of the Wisconsin…