Presents a teaching strategy which uses points of reference (or basic underlying concepts) to help students understand definitions, descriptions, and comparisons/contrasts, and models its use. Notes that understanding the importance of points of reference is one of the first steps in the technique called "knowledge modeling." (SR)

Argues that a dominant tradition of defining communication has exhibited a masculine bias. Calls for the development of a transcendent definition that will include and affirm both masculine and feminine views. (NH)

Four concerns are addressed: definition of literacy, assessment of literacy, research in literacy, and roles in literacy. It is suggested that all who have a stake in the literacy development process, including teachers, teacher educators, policy planners, researchers, should share information and work together. (Contains 25 references.) (LB)

Proposes a methodology for the comprehensive identification of stakeholders and their changing definitions and roles. The methodology links stakeholders to system tasks, management activities, and the best moments for interventions. Examples are taken from education, but have applications elsewhere. The method is used to analyze educational reform…

Reviews major areas of controversy concerning creativity's definition in chronological order corresponding to the publication of each definition of significant influence. Each definition's reasons for failing to achieve widespread acceptance are analyzed, and a suggestion for a general definition is provided. (Author/CR)

A literature review and analysis of nursing textbooks found little agreement on definition and dimensions of psychological care in nursing. Most texts stress the importance of patients' need for information and education, with less agreement about emotional care, counseling, assessment, and support. (SK)

Seeks to clarify the definition of literacy by surveying between 21 and 34 international scholars (all members of the National Reading Conference and "Journal of Literacy Research"'s Editorial Review Board), regarding the relevancy of eight research manuscripts to literacy. Finds substantial agreement, but also notable differences in the exact…

Criticizes the use of the term "education for all" that appeared in an article by Lene Buchert in an earlier issue of this journal. This author argues that Buchert's research strategy is flawed, and that Buchert should have established general, organizing principles for the research undertaken. (CAK)

Chaos theory is critically examined from the perspective of the philosophy of science. Chaos theory is summarized and related to the principle distinctions of scientific methodology. The relationship of worldviews, values and scientific theory is discussed. Conceptual and terminological issues are clarified; usefulness in counseling is discussed.…

Principals must create the infrastructure to support teacher-leadership roles. They can transform school leadership by creating opportunities for teachers to lead; building professional-learning communities; providing quality, results-driven professional development; and celebrating innovation and teacher expertise. Celebrating innovation and…

Discusses reasons for the limited behavior-analytic research about anxiety, describes recent developments in the experimental analysis of human behavior that make behavior-analytic study of anxiety more tenable, and examines some applied implications of these recent developments. Explores the term "anxiety" and recommends increased…

Examines the terminology used for "physical disability" in proto-Bantu and contemporary Bantu languages. Support for differing regional and historical meanings is developed, with the most ancient meaning linking physical disability to "becoming heavy" and contemporary Bantu emphasizing categorization in both human and non-human…

Criticizes Morelock's (1996) attempt at differentiating giftedness from talent, in part because it chooses precocious development instead of outstanding human abilities as the essence of giftedness and endorses the "talent for all" ideology. Gagne's Differentiated Model of Giftedness and Talent is presented as a more logical approach. (Author/CR)

This response to a critique by Francoys Gagne defends the Columbus Group definition of differentiating giftedness and talent. Concepts addressed include qualitative versus quantitative differences, generalizability of the gifted definition, intensity, precocious development, vulnerability of the moderately gifted, moral superiority, and gifted…

This rejoinder to Morelock's response to criticism of the Columbus Group definition of giftedness and talent addresses continuing concerns and defends the Differentiated Model of Giftedness and Talent. Giftedness is described as encompassing natural abilities and is distinct from the "talent potential" definition that is offered by Morelock. (CR)