Responds to Sweet's (Steven) essay on radical pedagogy in the teaching of sociology. Discusses what it means to be a radical teacher. Presents ideas for beginning radical pedagogs to gain support for their initiatives from other instructors, their own institutions, and their students. (DSK)

Explores the ethical dilemmas raised by changes in research paradigms that encourage the development of a relationship between researcher and participant. In such contexts it becomes increasingly difficult to distinguish between a therapeutic relationship and a research interview. (Author/GCP)

Looks at some of the philosophical positions, especially Pragmatism, that ground and inform the traditions of experiential education, examining hierarchical philosophy and experiential education, egalitarian pragmatism and experiential education (using Jane Addams as an example), and Dewey's theory of education as expressed in "Democracy and…

Proposes a conceptual framework for consultation on teaching at the higher education level that includes four critical components of instructional consultation: (1) access (informing and encouraging potential users); (2) focus (the importance of negotiating the consultation agenda); (3) recognition (especially for peer consultants and recipients);…

Asserts that Thomas's atheoretical posture is not realistically possible. Makes three counter-arguments: humans may naturally be theorizing creatures; Thomas uses theory to argue against theory; and the problem is not "theory" but particular theories. (SK)

Examines the failure of counselor education to adequately train counselors in research methodology, generally, and practice-relevant methods, specifically. Proposes that single-case designs offer a scientifically credible means to objectively evaluate practice and conduct clinically relevant research in practice settings. Presents a 7-component…

This article provides an overview of Social Role Valorization theory, showing its use to design powerful practical measures to foster valued roles for persons with mental retardation and other persons or classes at risk of social or even societal devaluation, to upgrade the perceived value of the roles such persons already occupy, and/or to…

Examines the ways in which IT (information technology) can support and facilitate the learner in the workplace and suggests that work-based learning can correct the failure of academia to respond to the requirements of modern industry. Discusses the concept of work-based learning and the development of lifelong learning capabilities. (Author/LRW)

An adult education practicum was designed to help adult learners turn theory into praxis. Supervised field experience and seminars for reflection and discussion helped professionals integrate their content knowledge with learning in practice. (SK)

Provides a link between marketing theory and application in helping students use what is taught to attain employment goals. Presents proposals from marketing concepts, as well as practical ways to encourage students to see themselves as assets and market themselves accordingly. (Author/JOW)

Comments on Mark Blum's essay on the history of the interpretation of history. Applauds Blum's attempt but draws out problems associated with his argument's grounding in the philosophy of Edmund Husserl and John Toews. Concludes by discussing a new historicism and a need for a postmodern turn in historical interpretation. (DSK)

All evaluators should know evaluation theory because it is central to their professional identity. It defines "who they are." Every profession needs a unique knowledge base, and for evaluators, evaluation theory is that knowledge base. (Author/SLD)

A database of about 300 published evaluations is used to compare some of the lessons learned in recent practice to some of the traditional theoretical precepts of evaluation. Evaluation practice should recognize its sources in politics as it keeps its independence. Changes to help bring this about are recommended. (SLD)

Inclusive evaluation is intended to emphasize a participatory, collaborative approach to evaluation. This panel considered what inclusive evaluation approaches look like in current practice and how to implement these approaches in practice successfully. The importance of respecting stakeholders is emphasized. (SLD)

A longitudinal study of nursing students showed that without sponsorship by clinical staff students found it difficult to participate and learn. The strategy of scaffolding, building on Vygotsky's Zone of Proximal Development, enables recognition of learning needs and the relationship between theory and practice. (SK)