Defines two types of antimony--minor, contradictory statements that have major effects--and shows how they abound in reading research. Concludes that the problem of antimonies must be resolved before research, on empirical grounds alone, can effectively improve practice. (MM)

Participatory research embodies an ideal of community education: all persons affected by issues and decisions should be involved in defining the issues, deciding what information is needed, and participating in making the decisions. (SK)

Proposes that the work of the French feminist writers Helene Cixous and Luce Irigaray could serve as the basis for devising a more imaginative form of critical writing that might help to draw the history and practice of graphic design into a closer and more purposeful relation. (SR)

Presents a conceptual model for understanding occupational therapy performance and a model for practice. Evaluates both models on nine criteria, finding the conceptual model largely consistent but the practice model having technical, structural, and conceptual discrepancies. (SK)

Offers a pragmatic discussion of potential problems and practical solutions that arise when implementing funded research from the National Institutes of Health (NIH). Describes the activities of the investigator and NIH from the time a proposal is submitted through the first year of funding. Includes a timeline for review and funding for NIH…

The growing respect for practice is not incompatible with theory. Reflective practice and participatory research stress the importance of linking theory with practice within concrete forms of everyday action. (SK)

Presents technical communication as both discipline and profession. Explores the nature of research, discusses linking theory with practice, examines the gap between theory and practice, challenges conventional wisdom about the applicability of research, and offers suggestions for bridging the gap. (SR)

Examines the paradigmatic status of educational communications and technology from a cultural anthropology perspective. Kuhn's model is described, cultural evolution is discussed, emic and etic operations are described, and the schism between researchers and practitioners in educational communications and technology is considered. (32 references)…

Interviews with 12 student affairs administrators revealed that respondents were applied theorists and reflective practitioners; action phase of reflective process was integral to decision making; respondents believed their thinking patterns remained constant throughout life; formal education played minimal role in helping administrators become…

Responds to previous article by Gelso and Carter (this issue) on components of psychotherapy relationship: working alliance, transference configuration, and real relationship. Notes that, although Gelso and Carter have revised their earlier model of counseling relationship by including 19 propositions about how components of model interact and…

Responds to comments by Greenberg and by Patton (both this issue) addressing ambiguities in Gelso and Carter's article (this issue) on components of psychotherapy relationship. In reply, discusses issue of how general theory ought to be to have maximal impact on research and practice. Questions number of Greenberg's assertions about Gelso and…

Presents 10 key dimensions of the research-clinical practice issue in family therapy and addresses misrepresentations made by those who view traditional research methods as inappropriate for family therapy. Sees actualization of research-practice link as training problem and fundamental professional issue. Notes that, for research and practice to…

Examines what's at stake in the apparent conflict between "theory" and "practice" in composition. Suggests how each of these terms bears contradictory meanings and thus proves unstable. Suggests how talk of their conflict in composition reflects most of all the anxieties of the field's various subgroups as it goes through…

Reopens an inquiry into the matter of the tension between theory and practice by asking can, or should, theory "discipline" practice? Suggests that compositionists' understanding of the tensions and ties between theory and practice can be framed fruitfully in terms of the rhetorical demands of each community, reflecting their different…

Advocates humanities-philosophy model of therapeutic practice that emphasizes empowering and promoting understanding in client by encouraging client to investigate and choose between alternative meaning structures in context of trusting human relationship. Proposes integration of existential and postmodern attitudes as template for understanding…