Argues that questions implied by Writing across the Curriculum (WAC) have been muted to insulate the tenuous consensus on which WAC is built from the clash of powerful and professional ideological interests in the university. Includes discussion of British expressivism as curricular critique, and the U.S. retreat from institutional critique. (PRA)

Provides an overview of the approaches being attempted by reading educators to revise reading assessment based on what it can be, rather than what it is. (MG)

Comments on article by Brett N. Steenbarger in which the contextualist themes in counseling are described. Contends language should be put into practice so that research can be conducted to examine the concepts conveyed by language. Notes that in this way the mechanisms of change may be better understood and practitioners may benefit. (Author/ABL)

Presents an interview with James Britton, author of the book "Language and Learning." Discusses poetry and writing, revisions to his book, the relationship between teachers' classroom experiences and the writing of stories, and the practical application of research and theory. (PRA)

Since 1990, when a Fort Meyers (Florida) school became the nation's first core-knowledge site, over 50 other schools have taken pioneering steps to teach this curriculum. Core-knowledge guidelines include school-community understanding, acceptance, and involvement; alignment of curriculum with local and state guidelines; and collaboration and…

Identifies component features which are important for the skill of interpreting. Discusses differences between interpreting and translation and between consecutive and simultaneous interpreting. Provides methods for teaching component skills of interpreting to students. (HB)

Proposes that family therapy theory and practice that have resulted from revolution in counseling be used by school counselors and other school professional as basis for pattern of interaction for revolution in public education. Proposes that important element of educational reform be focused on relationship between parents, students, and school…

Complains that, even though composition instructors beg their students to improve their writing style, much professional writing is stylistically dense and unreadable. Questions whether writing teachers can teach style or whether asking for sentence variety is useful. Criticizes the treatment of style and sentence variety in composition textbooks.…

Discusses two types of studies that may strengthen the conceptual and theoretical basis of school-effectiveness research: foundational studies, aimed at resolving basic conceptual questions regarding the school-effectiveness construct; and fundamental studies, aimed at developing and testing of school-effectiveness theories available from the…

Critical theory and feminist theory offer to nurses points from which to approach change as nursing struggles for autonomy, accountability, and control over the profession. Nurses need to examine the forces that influence the profession as well as the individual and group identities of nurses. (Author)

In community education theory and practice, there is a large gap between rhetoric and reality and a problem in relating the micro to the macro. Community education praxis for the nineties involves acting appropriately in maintaining a value base and exploring the politics of practice. (SK)

Explicates two opposing conceptions of knowledge. Explores the views of knowledge embedded in three major models of writing and their associated implications for classroom instruction in relation to the two major epistemological positions. Discusses the significance of knowing about knowledge and knowing, particularly with regard to the teaching…

New associate editor for Practice section of "Journal of Mental Health Counseling" discusses contributions he hopes to make to journal. Contends that mental health counseling is faced with increasing need for sensitivity to needs and realities of culturally diverse consumer population and workforce. Notes plans to address issue by encouraging…

Examines Stephen Toulmin's system of logic and its application to the teaching of composition. Claims that Toulmin's approach is deficient for classroom applications. Argues that composition teachers would do better to retain principles from traditional logic rather than using Toulmin's form as a substitute. (HB)

Suggests that much of communication scholarship has been message driven and that this dominant form of explaining what communication is or does is slowly being challenged by reflexive explanations, which see humans as cognitively autonomous beings, reflexive practitioners of communication with others, and morally responsible interveners in the…