Separating theoretical knowledge from practical knowledge and from direct engagement with dance is limiting and distorts nature of dance. The challenge is to demonstrate how rationality of subject works, show progress from intention to action in creating and performing dances, articulate purposes of making and performing a work, identify…

Asserts that education lacks a validated theory of learning and teaching. Chief among the causes is the lack of a framework within which diverse theories can be integrated. General systems theory is proposed as a source for a framework. (JOW)

Demonstrates the compatibility of General System Theory (GST) with the traditional counseling literature in explicating a therapy group's progression through Tuckman's (1965, 1977) developmental stages (forming, storming, norming, performing, and adjourning). Description uses both traditional group literature and GST concepts. (Author/NB)

This article represents the culmination of a two-year project that examined the roles of science and practice within counseling psychology. Presents specific recommendations for promoting the integration of science and practice within Division 17 of the American Psychological Association and suggests specific strategies for implementing the…

Discusses contributions and difficulties that postmodern feminist thought has to offer for reconceptualization of social work theories and practice. Provides overview of status of feminist theory within social work literature and describes roots and explains concerns of postmodern feminism. Discusses relevance, implications, and challenges of…

Presents innovative and imaginative examination of invitational model and encourages future research of invitational practice. Challenges readers to move beyond seemingly clear-cut, orderly models and diagrams, and to explore more seriously the potential for rigorous research and clearly defined applications of invitational practices. (NB)

Focuses on natural and incidental relationship between the concepts of multicultural education and invitational theory. Begins with historic examination of each concept, then focuses on assumptions of multicultural education and invitational theory. Notes that comparison of these beliefs demonstrates the two sets are interdependent in generating…

Discussion of human performance technology encourages practitioners to base their discussion and practice on sound theoretical constructs, scientifically derived evidence, and well-documented professional precedent. Introduces examples of commonly held beliefs that are not scientifically well-founded. (Contains 57 references.) (LRW)

Before responding to papers in "Special Issue on Art Therapy and Research" (v15 n1), a context, including core principles, was established to generate dialog on research issues in art therapy. Sections are entitled "A Framework,""Inclusive Science,""Consensual Outcomes,""Enlarging the Vision of Research,""Aesthetic Measures," and "Integrating…

Considers six theoretical underpinnings of reflective practice and suggests how to incorporate reflection into practice. Describes 10 actions of a reflective practitioner. (Contains 21 references.) (JOW)

Presents a response to D. A. Helminiak's (2001) article from the perspective of K. Wilber's integral psychology. Discusses a summary of integral psychology; various conceptual issues; and usefulness to mental health practitioners (MHPs). Argues that K. Wilber's model is more comprehensive, clear, coherent, and helpful to MHPs than Helminiak's…

Investigated the factor structure of the Study Process Questionnaire (SPQ), a 42-item questionnaire designed to measure approaches to learning, using a theoretical approach and found strong support for the three approaches to learning structure of the instrument. (EV)

Presents a wide-ranging interview with one of America's most prominent philosophers, whose reputation is due not only to her productivity, but to her willingness to speak to broad audiences on topics of public importance. (EV)

One of the defining features of the Teaching and Learning Research Programme is that it 'aims to improve outcomes for learners of all ages in teaching and learning contexts across the UK'. This article argues that, although it is possible to use the terms "outcomes for learners" and "learning outcomes" interchangeably, they have an important…

The motivation for this article is our belief that theory is critically important but currently underplayed in design research studies. We seek to characterize and illustrate a genre of theorizing that seems to us strongly synergistic with design-based research. We begin by drawing contrasts with kinds of theory that are relevant but, we contend,…