Examines assumptions underlying alcohol education programs and program impact from inferential and deductive logic perspectives. Combines review of existing empirical evidence concerning effectiveness of alcohol education with the outcome of a deductive-logical analysis, resulting in a series of explicit, realistic, recommendations for effective…

Discusses the various phases of studies designed to determine the best ways to train readers and reading teachers to be "metacognitively aware." Concludes that these studies can be used to prove the superiority of any one technique over another. (FL)

A rebuttal to three responses to an article opposing use of the natural science-technical model in special education research suggests that the responses demonstrate a continuing vitality of the positivist ideology critically opposed in the original article. (Author/CB)

This symposium presents eight articles discussing Fenstermacher's chapter, "Philosophy of Research on Teaching: Three Aspects" in ""Handbook of Research on Teaching" (1986). Topics dealt with are the concept of teaching, the connection between the study and the improvement of teaching, and the conduct of teacher education. (MT)

This article introduces a special issue of the journal dedicated to Carl Rogers' person-centered approach to peace. Background work leading to the special issue is reviewed and a brief overview of Rogers' accomplishments in psychology before his death in 1987 is included. (NB)

Systematic research into values and action is essential for school administrators. This review of leadership literature establishes morality as a primary exchange currency in school settings and shows that executives act on their values. In action, executives' values influence others' values and important organizational outcomes. Contains 57…

Current research on teacher effectiveness is reviewed as it applies to physical education teachers. Eight teaching behaviors are explored from the perspective of physical education. Some problems in applying the research to actual school situations are presented. (Author/MT)

Encourages classroom teachers to engage in collaborative research. Addresses role of theory in research design, ethical/legal aspects of data collection/treatment, ownership of data, and communication among team members. Describes one-to-one friendship, teacher team catalyst, and cruise ship research models. Discusses how to formulate research…

This article cautions that prescriptive announcements for school improvement currently in vogue are not all clearly justified by research on school effectiveness. An overview of the strong principal factor is used as an example. (MT)

The verbalized thinking of two sixth grade children while reading is analyzed using schema theory. An outline of a critical thinking theory is given and contrasted with schema theory. Conclusions for reading theoreticians are discussed. (MT)

Argues that teachers can help bring writing-for-assessment and writing-as-process into closer interplay by helping students develop their overall writing skills and learn how to adapt them to timed situations. Claims that taking advantage of the latest composition research will help teachers do this. (JD)

Maccia (1973) described qualitative, quantitative, and performative knowing and explained their relationship to a student-teacher relationship. Maccia's epistemology holds significance for counseling and counselor education. Applications of this epistemology can aid counselor educators and students in making both distinctions and connections…

Discusses five ways to determine the amount and quality of prior knowledge children bring to a topic: (1) free recall tasks, (2) word association tasks, (3) structured questions, (4) recognition tasks, and (5) unstructured discussion. (FL)

Teachers can improve their practice by listening to, reflecting on, and making sense of practice. Sensemaking strategies include: deductive thinking; inductive thinking; and transductive thinking. (CB)

Argues that the romantic and classical theories about writing are not necessarily contradictory and proposes a larger view of the writing process that would accommodate both theories. Notes that problems in choosing composition instruction approaches stem from teachers' failure to distinguish between two of three categories of nonfiction writing.…