Discusses a set of options for concluding an essay founded upon Aristotle's four goals of a conclusion: (1) to dispose the hearer favorably towards oneself and unfavorably towards the adversary; (2) to amplify and depreciate; (3) to excite the emotions of the hearer; (4) to recapitulate. Cites various composition theorists to elaborate these…

Questions about the philosophy of education, such as its relationship to the discipline of philosophy, to educational policy and practice, and to the concerns of society are addressed. The essay distinguishes between three contexts in which philosophical thinking about education takes place; the intellectual, institutional, and ideological…

Analyzes strategies for using the theory of discourse communities in the classroom. Suggests varying the writer's roles and audiences, writing as an insider and an outsider for audiences that are insiders and outsiders. (MS)

Describes principled, research-based ways to consider vocabulary instruction. Focuses on the relationship between vocabulary knowledge and reading comprehension, the role of direct instruction, and definitional, contextual, and conceptual methods of vocabulary instruction. (SKC)

Proposes three distinctive features of the journal: (1) service to teachers of writing at all academic levels; (2) emphasis on practice-as-inquiry; and (3) commitment to scrutiny of theory. (MS)

The read-think-aloud method is a viable alternative to traditional one-to-one trials as an approach to formative evaluation. This procedure provides valuable information about the learner's cognitive processing while reading instructional text. The authors describe the method and offer suggestions for its use. (Author/CH)

Points out that many students are unsuccessful learners either because they do not know how to learn or because they do not practice the skills they have been taught. Provides examples of composition assignments which teach students logical strategies. (ARH)

Points out that the "English Journal" considers all readers prospective contributors. Lists and discusses the criteria that "English Journal" uses to judge manuscripts that purport to describe effective classroom practices. (ARH)

Focusses on the problems associated with writing school ethnographies. Ethnographers need to provide a sense of the problems that dictate their research. Summaries of theoretical positions based on anthropology are provided. (RB)

Concerns knowledge and thinking of therapist who is link between theory and therapy. Based on self-analysis of single family consultation interview, theories employed and decision points are described. Suggests that therapists can espouse many theories or single ones, but are always confronted with difficult decisions. (Author/NB)

Examines the claim that Habermasian critical theory is in a better position than other such perspectives to solve the theoretical and practical problems of educational administration. Concludes that critical theory has insufficient epistemological resources to justify its claims. The lack of empirical content questions the theory's value for…

Discusses scientist-practitioner model in which practitioners are consumers of research findings about assessment and treatment, evaluators of their own interventions, and researchers who report data to the scientific community. Stresses importance of using model in training entry-level counselors. Describes a course focusing on model. (Author/ABL)

The dangers of equating "statistical significance" with "real world" significance are summarized. When a finding is said to have "statistical significance," it means only that the same results would be likely to occur again if the study were repeated, not that the finding has any true personal or societal importance. (VW)

Clinical supervision remained grounded in empirical inquiry as late as Morris Cogan's writings on the subject in 1973. With the acknowledgment of Thomas Kuhn's (1962) paradigm shift, educational theory and practice developed interpretive methodologies. An interpretive reflection on Cogan's rationale offers insights into the current, matured…

Examines social network concepts to explore their potential use for social work practice. Discusses trends, strengths, and gaps in knowledge about social networks, particularly in relation to natural helping. Sets out current problems in the use of social network concepts in pratice and suggests some directions for future work. (Author/ABB)