Staff development as a transferable package of bite-sized knowledge pieces is outdated. To implement reform plans, teachers must be able to discuss, think about, try out, and hone new practices. Teachers can learn by observing children, adopting new subject-matter approaches, using strategies for learning together, integrating assessment with…

Defines the concept of "audience" as a theoretical concept for writing instructors and readers. Discusses its relationship to the teaching of English. (HB)

Discusses the importance of freedom of the press, especially for scholastic journalism. Notes the tension that exists between government and the press. Defines the fundamental goal of the press as informing the people. Emphasizes that the role of the press, both scholastic and otherwise, has changed to meet modern conditions. Discusses the role of…

This brief article defines portfolio assessment; explains its use with students having disabilities; and provides 60 references to journal articles, monographs, reports, and conference papers, chosen to represent a cross-section of research-based, practitioner-oriented, and theoretical positions. (DB)

Argues that a holistic approach to defining quality is helpful to technical communicators, who often must ensure quality without knowing what is meant by quality in a given instance. Describes a holistic model of quality that includes four emphases: internal, external, subjective, and objective. Notes that the definition of quality differs…

This second article of the special section on chaos theory addresses implications of the definition of chaotic behavior for its measurement. The requirements to test the presence of chaotic relations among variables are in agreement with the conceptual and methodological hallmarks of behavioral assessment. (SLD)

Describes an experience during classroom discussion of Alice Walker's "Roselily" that led a teacher to revise her understanding of multiculturalism. Defines three problematic yet popular approaches to understanding the differences in culture in the United States and then presents a fourth approach that encourages students to see themselves and…

Exhorts 1994 University of San Diego graduates to invest their talents in serving the common good, whatever their chosen professions. Professionals have the capacity for welcoming complexity, acquiring information without being overwhelmed by it, planning without being controlled by their plans, discovering relationships, and creating meaning from…

Provides a review of four complimentary mathematics dictionaries sent to the author. Evaluates the dictionaries for their audience, content, and accessibility to elementary and secondary school students. (MDH)

The article distinguishes between gifted, creative, and talented and describes child development as involving five "roots," consisting of genetics, bodily nourishment, self-concept, environment, and acculturation. (DB)

This article focuses on definitions of middle ear inflammation (otitis media), the epidemiology of this disorder, brief considerations of pathophysiology and management, and possible future therapies. (DB))

A study charting the development of 120 participants to define is presented. Participants were asked to define eight concrete and eight abstract nouns. Results indicate that there are significant differences in the way concrete and abstract nouns are defined. (32 references) (GLR)

Examined consultee's influence on process of problem definition. Hypothesized that consultee would influence consultant's ability to formulate specific, descriptive problems by consultee's original problem conceptualization. Findings from 18 doctoral student consultants enrolled in mental health consultation course and behavioral analysis class…

Argues that a definition of interactional argument based primarily on disagreement should be rejected in favor of a more traditional definition based on reason giving. Argues that views of ordinary arguers need not be given priority over those of experts. (SR)

Rejects Robert Rowland and J. Kevin Barge's conclusion (in an article in the same issue) that defining argument as reason giving is superior to defining argument as disagreement. Maintains that defining argument as disagreement is appropriate for an interpretive argumentation theorist, and that argumentation is a complex topic with room for more…