Lists needed business communication research in the following areas: (1) organizational/managerial communication; (2) technology; (3) teaching/training; (4) persuasion; and (5) accounting. (MS)

The research needs in special education are so great that a range of scientific inquiry (including technical and naturalistic ethnographic research) is needed to better understand how to meet those needs through acquired technical, communicative, and self-reflective knowledge. While effective, neither technical nor naturalistic ethnographic…

A response to a previous article discounting the effectiveness and contributions of the natural science model in special education research points out flaws in the article's premises and rationale and emphasizes the need for pluralism in research methodology, including correlational, ethnographic, group-contrast, historiographic, qualitative, and…

The proposed merger of special and regular education is analyzed relative to conditions of mild handicap and the capability of the regular education system to serve all pupils effectively. Conditions necessary for restructuring include support for research and evaluation, the study of programs as well as individuals, and multiple program models.…

Reviews literature on creative drama for older adults which revealed reported increases in certain behaviors and attitudes of participants, including self-confidence, cooperation, communication skills, self-expression, relaxation, and sense of accomplishment. Recommends additional research comparing creative drama to other activities for older…

The paper reviews the epidemiology of pediatric closed head injury. Incidence rates, etiologic/pathophysiologic correlates, and associated risk factors are discussed. Suggestions offered for future research concern relationships among age, etiology, and pathophysiology in outcome studies and premorbid measures of personality/intellectual…

Intelligent technologies represent a new knowledge base for the study of technology. We must define the knowledge that students need to adapt to an intelligent technological environment and to identify the best methods to use to teach students how to apply this knowledge. (JOW)

Provides editorial perspective on the selection of papers chosen for publication in the March 1988 IJBD. Emphasizes the multi-cultural mix of the papers which deal with a range of issues related to human development and the importance of rigorous life-span perspective regarding developmental disabilities. (RWB)

Discusses the need for teachers of agricultural education to (1) have and practice a philosophy of teaching; (2) encourage their students to think; (3) continue to develop as teachers; and (4) make agricultural education work. (JOW)

The Secondary Learning Styles Inventory was administered to 2,101 vocational agriculture high school students in Arizona. Findings from the 1,994 respondents suggest that learning style characteristics vary by grade level, courses completed, and gender. (JOW)

Two articles describe the final report submitted by the Ad Hoc Committee on Cooperative Education and the Curriculum to the Cooperative Education Association and the reaction to that report by the person who established the committee. (JOW)

The author discusses three aspects of the theory of knowledge: propositional knowledge, practical knowledge, and experiential knowledge. He also discusses problems of research in the field. (JOW)

Highlights the dichotomy between adult learning theory and current patient education practices. Suggests a need for increased awareness of the role of medical and allied health staff as adult educators. (JOW)

Explores the issue of impairment in the counseling profession, drawing from the literatures of medicine and psychology in discussing the prevalence of impairment, several views of the topic, responses to the problem, and related ethical considerations. Recommendations for the analysis and resolution of important issues are presented. (Author)

Recently, each department at Green Mountain Union High School (Chester, Vermont) was asked to update its curriculum and research current theories on the use of homework through national organizations. Teachers in each department then prepared current practice statements and developed policy statements concerning homework's value. (MLH)