The author suggests teaching methods useful in helping adults apply their learning. Topics discussed include (1) performing practice audits, (2) emphasizing learning topics that participants want to pursue, (3) providing incentives and reducing resistance, (4) developing active learning methods, and (5) providing evaluation and reinforcement. (CH)

In response to a previous article, the paper notes additional reasons for the deficit in basic research and theory in learning disabilities, stresses the need for more good systematic research using multiple methods, and suggests that a metatheory for learning disabilities is not yet possible or profitable. (DB)

Explores the different ways in which the term "competence" has been used in linguistics, considers the difficulties that arise when the term is used outside the domain for which it was originally intended. Making a clear distinction between "competence" and "proficiency" helps to resolve these difficulties. (Author/CB)

A study of German fifth graders correlates high levels of test anxiety with decreased student achievement. To minimize this effect, teachers must foster a balance between efficient use of class time with attention to student needs. Suggestions on how to create a learning, rather than a testing, environment are given. (JL)

Two approaches that apply Piaget's theory of cognitive development to the study of child psychopathology are presented. (PCB)

Techniques from required measurement and evaluation courses are rarely applied in teaching. A field experience which allowed physical education majors to assist in evaluating the fitness of elementary school students was used to bridge the gap between theory and practice. Pros and cons of the program are discussed. (JL)

Formulates a middle-level theory that explains the process by which rhetroic is epistemic, using Foucault's notion of the discursive formation as a starting point. Discusses five theoretical units derived from Foucault--discursive practices, rules, roles, power, and knowledge--and relationships among them. Analyzes Disneyland, using Foucault's…

Claims that reading research and reading instruction have come no closer to each other than they ever were because the two sides have trouble communicating. Postulates that the work of teacher-researchers like Mary Heller might help link theory to practice. (SKC)

This reprinted 1980 article with a 1988 update presents an Individual Educational Program model for gifted and talented students. It allows students to cover basic material at different rates, provides opportunities for pursuing advanced topics, and concentrates on individual strengths rather than weaknesses. Functions of key personnel in…

Outlines origins and evolution of family interaction research and argues that such research suffered from insufficient integration of implications of clinical viewpoint of family systems theory into research procedure. Describes experimental method for evaluating public verifiability of complex clinical notions. (Author/NB)

Explores major trends in thought and research over the past 25 years in educational administration. Presents suggestions concerning endeavors that could become part of the research agenda during the forthcoming 25 years and emphasizes the need to link theoretical explanations to careful empirical work. (CJH)

Argues foremost challenge to humanistic educators is to address seriously, both in theory and in practice, issues of meaningful values education and social action. Presents four domains of the educational process and three levels of values education, then integrates the two models into a 12-field grid of holistic learning processes. (Author/NB)

Reviews various approaches and books on the subject of corporate management and assesses their usefulness to the English department. (SRT)

Describes a program that brought teacher researchers together to discuss their work and learn about each other's teaching techniques. Reflects on the purpose of the project, which was to provide professional development and a way for teachers to share information and enhance their own teaching. (SRT)

Presents a model that relates process to functions to best prepare students with the skill, understanding, and mindset to cope with the unstructured activities so characteristic of applied public relations. (HTH)