Clarifies the concept of development, briefly discussing three historical periods of development education. Contrasts "split-knowledge" and "holistic" paradigms of modern science. (RH)

Research on Piaget's four stages of cognitive development has shown that although nearly everyone passes through sensorimotor, preoperational, and concrete operational stages, most do not reach the stage of formal operations. Those people who do attain formal operations seem to have a curiosity factor not operative in those who don't. (Author/BRR)

Examines what makes a problem a problem. Whenever someone decides that a problem exists, there is implied a consciousness of a physical, social, psychological, or intellectual situation. This situation must have something about it that is undesirable and that is believed to be difficult; and it must be solvable. (Author/AM)

Outlines the basic tasks and skills of teaching under three major headings: planning, teaching, and pupil progress reporting. Presents brief definitions of each skill. (Author/SJL)

Teaching is essentially interpersonal interaction. Nonetheless, there are some techniques which many teachers have found helpful. There are three basic teaching techniques: the expository approach; the discovery approach; and the experimental approach. These can be subdivided into many specific teaching methods. Eighteen of the better, more…

The author responds to an article by J. Throne which criticizes deinstitutionalization. It is pointed out that the concept of deinstitutionalization should not be criticized because the process has not always been of uniformly high quality. (SBH)

Five concepts are discussed in order to explain that research is a multifacted problem-solving process: (1) analysis of a concept, its context, and data analysis; (2) treatment or experience; (3) representativeness; (4) measurement, and (5) logic. (GDC)

Discusses the history of vocational education legislation and the opportunity and responsibility that Congress has to shape and redefine the scope of vocational education. (JOW)

Confusing definitions presented in textbooks are reviewed. Many texts used the terms incidence and prevalence interchangeably, some did not define the terms at all, and others presented completely contradictory definitions. A definition is recommended for use and clarification. (Author)

Oral history, the art of production, questions a library might consider before making a commitment to a collection, and uses in an academic setting are presented. (MBR)

Community educators must stress that "community" involves a sense of collective responsibility, with collective defined in a sense that transcends the boundaries of the immediate residential neighborhood. (Author)

Surveys definitions of career education and summarizes their key components. (DD)

A humorous glossary of psycholinguistic terminology. (DD)

In the absence of a clear definition of learning disabilities, it has become an educational simile with children described as "like a learning disabled child." The learning disabled label has become reflective of a problem related more to social structure than to children. Greater attention should be given to individual needs and less emphasis…

Offers a definition of generic criticism for discriminating among different approaches to the classificatory study of public rhetoric. Focusses on one approach to generic criticism which centers on the situational nature of rhetoric, providing a method for that approach; and identifies the three operations for the study of rhetorical genre. (JMF)