Outlines key social policy issues facing women and examines implications for social work practice. Argues that systematic analysis of interconnections between social policy issues and social work practice with women is critical foundation for social work practice. Uses framework built on concepts of role equity and role change to examine social…

Many states are focusing all their educational reform energy on standards and assessments. Close examination of some implicit assumptions of standards-based reform leads us back to other trees in the woods. This article examines several assumptions about student priorities, motivating factors, accountability factors, higher demands, rewards,…

Outlines six principles for the rhetoric of communication, identifying as distinctive the organizational and collaborative nature of the field. Argues that communicators can more effectively collaborate with experts and with users if they understand two contrasting metaphors for typical thought patterns: logic and narration (or list and story).…

Describes a process to promote preservice administrator reflectivity through portfolio development activities. Educational administration students enrolled in the Danforth program at University of Central Florida discuss six basic portfolio components (professional commitment, collaboration, effective communication, professional ethics, subject…

Responds to essays in a special issue on criteria for admissibility of evidence in communication research. Finds (compared to special issue in 1977) more openness to a variety of perspectives, a focus on messages, concern with messages in contexts, and the willingness to explicitly state epistemological assumptions, connect them to research…

Discusses ways in which literary theory supports and encourages innovative ways of looking at texts. Indicates evidence of cross-fertilization between theory and pedagogy. Argues that this should be fostered and encouraged. Provides numerous examples of how theory informs instruction constructively. (HB)

Argues that the philosophy and strategies of technology education are not new. They have existed for years as the ideals of industrial arts. Suggests that technology education should be viewed as the final realization of the promise of industrial arts. (SK)

Adult education as a field of study cannot be located in disciplines without negating the goal of empowerment. Adult education as a field of study is best located in adult education as a critical practice. (SK)

The basic weakness in school systems is the failure to develop theoretical principles to guide practice while insisting that education is a social science instead of applied personal philosophies. (SK)

Conceptualizing adult learning draws on two types of analysis: (1) describing and understanding practice and (2) discourse analysis. These forms of analysis are linked to modern and postmodern perspectives. (SK)

Advocates an increase in contextually based business communication research that integrates knowledge and practice to better connect research with practitioners' needs. (SR)

Relates literature on leadership to specific distance-education settings, including international settings, and presents cases in higher education that reflect relevant leadership issues and dimensions of leadership. Topics include theory- and practice-based applications, and networking and collaboration as leadership strategies. (Author/LRW)

Suggests that academics from professional communication programs can and should use their programs' connections with the workplace to influence practices in the field. Suggests ways to create more bi-directional educational exchanges. (RS)

Reports on a project to encourage middle school students to use time spent on project work more effectively. Assesses the effectiveness of teaching students some elements of correspondence training that required them to explicitly plan and evaluate their activities. Finds marked improvement, especially among more able students. (DSK)

The clinical role of nurse teachers is the subject of long-standing debate. A triangular relationship among student, clinical mentor, and lecturer can guide the application of theory to practice. The lecturer-practitioner can play a role in identifying standards of practice and preparing educational programs. (SK)