Considers two basic issues about counseling psychology: that a specialty whose predominant focus is on developmental/educational and preventive interventions for relatively "normal" or mildly distressed individuals may become increasingly irrelevant and unmarketable; that a paradox seems to exist between the contemporary practice of…

Replies to the previous article's review of arguments against the Elaboration Likelihood Model (ELM). Considers the effects-of-evidence-on-attitudes argument unconvincing and explains why. (NKA)

Addresses the major errors and misconceptions perpetuated by Stiff and Boster's response to criticism of Stiff's 1986 article. Focuses on the major conceptual and methodological issues of Stiff's model. (NKA)

The author discusses research in human learning and describes the learning process as a process of experiencing the unfamiliar. She then explores how the universal aspects of learning relate to each other and what is meant by teaching. She concludes with a discussion of the relationship between learning and teaching. (CH)

Differentiates among several conceptions of curriculum, including the formal curriculum, the teacher-created and student-influenced curriculum, and the hidden curriculum. Explores new options disclosed by recent research and raises implications and issues related to them. Includes seven references. (MLH)

Examines various views--from conservative to anarchic--of the literary canon. Notes that although these perspectives have shifted in popularity, the curriculum for a college English major has remained essentially constant. (MM)

Available evidence suggests that the curriculum theories of social studies professors are seldom the same as teachers' curriculum practices. Three 10th-grade U.S. history classrooms were studied to explore curriculum consonance: the relationships among the intended curriculum, what ensues in the classroom, and what students learn. Includes 36…

Assesses English education since the Dartmouth Conference in 1966. Observes that the personal growth model which emerged from the conference is more difficult to implement than the skills model and the traditional heritage model. Claims that the emphasis on examining writing settings reflects the search for a broader context for the personal…

In response to a previous article, the paper discusses the distinction between basic and applied research, two contributions of applied research to theory concerning learning disabilities, and issues in metatheory development. (DB)

In response to a previous article, the paper suggests that solutions to current problems in learning disabilities are not directly dependent upon, and may not be affected by, basic research. The necessity of a coordinated theoretical foundation for research and the wisdom and feasibility of a movement to basic research are discussed. (DB)

Proposes a different theoretical approach to the concept of implicitness and makes some practical suggestions for teaching implicitness to students. (MS)

Reviews the literature on teacher-researchers published in "English Journal" since 1974--a total of 31 citations. (NKA)

Demonstrates how a universal taxonomy of reading goals might be related to a taxonomy of reading means. (FL)

Proposals for the reform of professional education are nearly the same as they were 50 years ago. The quality of reform language is the result of inevitable tension between professional practice and institutions that support it. The language of reform mediates these tensions. (VM)

Elaborates a theory of tension reduction among antagonistic groups that has progressed from a theory growing out of individual psychotherapy to a well-tried model used in a workshop of international leaders focused on a specific crisis situation. (Author/NB)