In nursing, transfer of knowledge and skills from classroom to clinical practice, among clinical areas, and from community to clinical practice is important. Teaching for transfer requires a context, subject knowledge, and metacognitive strategies. (SK)

Two case studies demonstrate how interaction with practitioners influences educational researchers' view of teaching and of the uses of research. Sustained interaction between the microworlds of research and practice may allow researchers to refine and recast their conceptual frameworks. (SK)

Over the past 15 years, the educational leadership and administration field has shifted from traditional, social-science based approaches to more cognitively based views. A heightened interest in connections between school leaders' thinking and actions have spurred an expanded emphasis on practice-based knowledge and inservice preparation…

Provides a methodological critique of articles in this special issue and identifies problematic aspects of the application of research to practice. (SK)

Examines questions related to family and consumer sciences internships: What should be the purpose--work or learning? How should knowledge and practice be connected? and What is the role of the onsite professional--knowledge delivery or knowledge construction? (SK)

Proposes a two-system framework for understanding the processes that enable self-control as exemplified in the delay of gratification paradigm. A cool, cognitive "know" system and a hot, emotional "go" system are postulated. The interactions between these two systems allow explanation of findings on willpower from three decades…

Responds to Sweet's (Steven) essay on radical pedagogy in the teaching of sociology. Discusses institutional limitations experienced not only by radical teachers, but also by those labeled as liberal, humanist, or conservative. Notes with approval Sweet's discussion of how radical pedagogy falls short of radical theory. (DSK)

Although educational improvements have occurred over the past 30 years, few have had optimal effects. Three functional areas (teacher-organization-intervention) jointly influence an innovation's success. Realization of innovations appears to be more influenced by subjective experiences and culturally bound opinions than by well-managed…

Examines the relationship between teacher candidates' experiential roots and their education to be a teacher of literacy. Analyzes the self-reported literacy histories of teacher candidates. Examines possible links between teacher candidates' remembrances about their literacy development and their developing stances about literacy…

Proposes the learning community as an avenue for moving beyond the research/practice gap in higher education. Suggests that a learning community made up of all stakeholders is enriched by diverse methods, frameworks, perspectives, and voices. Such a community can be built by encouraging dialogue between practitioners and scholars and transforming…

A women's health course for nursing students incorporated service learning activities in a variety of settings. Students' learning journals identified benefits of service learning: personal satisfaction, professional growth, higher levels of critical thinking, preparation for practice, and increased awareness of unmet community health needs. (SK)

This article reviews evidence for seven central questions about the role of naming-speed deficits in developmental reading disabilities. Cross-sectional, longitudinal, and cross-linguistic research on naming-speed processes, timing processes, and reading is presented. An evolving model of visual naming illustrates areas of difference and areas of…

A nursing management course used Ripple Effect Plans to demonstrate the application of theory to practice. These plans are individual learning contracts that involve solving of problems taken from practice. (SK)

The National Institute of Child Health and Human Development concentrates on three questions: how children learn to read English and other languages; which skill deficits and environmental factors impede reading development; and which instructional approaches work best with particular children. Research indicates that deficits in developing…

This response to "Behavior Disorders: A Postmodern Perspective" (Elkind) suggests that the claim that a paradigmatic shift has occurred in the field of emotional/behavioral disorders is unwarranted, since multiple model influence this area rather than a single monolithic view. It argues postmodernism lacks the intellectual coherence to…