A metatheory of adult education is based on the knowledge found in practice. The relationship of practical knowledge to hermeneutic understanding and the limitations of "informal" theory are discussed. The conclusion is that an adult education curriculum can be theorized, but this depends on a metatheory of the curriculum. (SK)

Proves that theory can be a practical approach to nursing care delivery by applying theory to the new nursing role of the case manager. Applies the author's theory of health and looks at its implications for various aspects of provider practice. (Author)

Using the human resource subunit as the focus for assessment, several core postulates of the multiple contingency model of effectiveness were examined empirically. Results supported the model's theoretical efficacy. The paper concludes with suggestions for further research and conceptual extensions to the multiple constituency model. Includes 50…

Responding to four critiques of his article, "Toward a Scholarship of Practice," published in the Spring 1990 issue of the "Journal," the author welcomes further discussion of his ideas. Frances Bolin's remarks concerning needed societal changes were appreciated, but Patricia Holland's overemphasis on hermeneutics is not the author's cup of tea.…

Notes that Education of the Handicapped Act Amendments of 1986, which required that states provide comprehensive family-based programs for at-risk children (ages 0-3) and their families, has opened many professional opportunities for social workers. Contends that infant mental health constitutes practice perspective for social workers who apply…

Tested holistic general theory of social work practice based on interactional perspective, examining impact of social workers' skills on development of working relationships with clients and on outcomes of services. Study identified eight skills which could be combined into workers' skills for helping clients manage their problems and workers'…

Identifies and discusses four issues that arise in process of collaborative research conducted by practitioners and researchers: issues of practice, design, measurement, and team development. Includes case example of practitioner and research collaboration to evaluate single-session groups for families of psychiatric inpatients to illustrate…

Author notes that, in context of own professional practice, she has discovered that application of theory of invitational education opens space where freedom to become can be brought into existence. Defines invitational education as perceptually based self-concept approach to education. Discloses how inviting process has enhanced her professional…

Describes a co-evolutionary model for supporting the emergence of authenticity through a partnership between preservice teachers and practicing teachers who collaborated in real-world tasks. Discusses authenticity and participatory learning; simulation models; participation models; uses of technology; communities of practice; power and control;…

If social science is to achieve the same status as physics, then the distinction between theory building and modeling data must be made clear, and social scientists must shift toward building and applying theories. Social scientists must both improve their instruments and clarify the constructs implied by those instruments. (SLD)

Extension has been described as "knowledge applied" or "knowledge extended." The research community has begun to recognize Extension's role in creating knowledge. A collaboration in which extension agents served as full research partners revealed challenges to research design and methodology, extension practice, and organizational style and…

Six extension agents reflected on what scholarship meant to each of them. Their primary job, teaching, could also be viewed as scholarship when it develops new methods or integrates new knowledge leading to new understanding. Extension faculty's challenge is to demonstrate the value of these other forms of scholarship to more traditional,…

Suggests that educational researchers could learn much from the instructional practices of technology educators. Indicates that there are four critical principles for enhancing learning through instruction: (1) learning in context; (2) learning from peers; (3) activity-based practice; and (4) reflective practice. (Author/JOW)

Argues that some of the disciplinary distinctions proposed in the lead articles of this special issue actually represent aspects of theory or practice that are fundamental to all four fields. Examines what is deemphasized to suggest where attention may be needed--in particular, disciplinary relationships with organizations and disciplinary…

Claims poststructuralism offers vocabularies and arguments that might help administrators analyze academic practices. Argues the theory (1) offers a critique of faith in immutable truths that is usefully remembered in practicing administration; (2) provides an important reminder of the waywardness of language; and (3) is useful in its…