Reviews significant contributions made by Melvin R. Novick to the theory and practice of educational and psychological measurement. Discusses Test Theory, Criterion-Referenced Measurement, Prediction Systems, and Differential Prediction. (RB)

The author examines research on andragogy and urges practitioners to examine the premises of scholarly discussion of the topic. In addition, he (1) explains why practitioners should examine researchers' premises, (2) reanalyzes the debate about andragogy, and (3) explores the implications for the application of research to practice. (CH)

Discusses the issue of content and process (evaluation, doing, and occasionally being) in social work practice. Contends practice should represent a synthesis of content and process. Advocates that social workers adjust the balance to include more consideration of content as they select and implement processes in their practice. (Author/ABL)

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…