To give practitioners greater control of theory, myths about theory must be dismantled; limitations in theories currently guiding practice must be acknowledged; and theory to fill the gaps and build a more adequate knowledge base must be developed. (SK)

An overview of literature that purports to be an introduction to adult education sociology and contributes to the liberal-radical debate concludes that there is no distinct, developed sociology of adult education. Causes of the lack include the wide range of practices, curricula, and institutions and the gap between theorists and policymakers and…

Demonstrates how theory can alter as it "travels" from another region of inquiry into composition by examining Elaine Maimon's essay "Knowledge, Acknowledgment, and Writing across the Curriculum: Toward an Educated Community." Discusses how Maimon changes Stanley Fish's theory of "interpretive communities." (PRA)

Reviews issues raised in ongoing debate between advocates of eclecticism and proponents of single-theory-based counseling. Sees essential issue for field of mental health counseling to be need to build theory base specific to profession. Asserts that adequate theory must be based on defining principles of mental health counseling profession and…

Training can be improved by providing a theoretical base for practice. Criteria for selecting useful theory include generality, relevance, consistency, completeness, testability, centrality, and usability. (SK)

Examines findings from key studies into image and publics and proposes a new model integrating and collapsing both concepts. Notes that the model explains the process of attaining an image. Argues for a reconceptualization of image and for a reconceptualization of public. (SR)

Responds to previous article by Gelso and Carter (this issue) on components of psychotherapy relationship: working alliance, transference configuration, and real relationship. Considers difficulty in discriminating between transference and real relationship, both at conceptual and measurement levels. Also sees concept of real relationship as vague…

Clinical scholarship begins with reflective observation of patients but differs from clinical research. It results in knowing based on informed, intelligent, and clinically grounded analysis. It is a more appropriate approach for some kinds of problems. (SK)

Discusses the need for a bridge between the literatures of contemporary media studies and critical pedagogy. Argues that the theorization of pedagogy offers significant contributions in both the classroom and in the literatures of contemporary media and cultural studies. Describes a course on the theory and practice of the video documentary, and…

Argues that production should be treated seriously as a form of research. Asserts that such research contributes to production theory and to an overall understanding of the media. Presents a new idea about what kind of knowledge comes from production and what kind of written research typically results from this knowledge. (PRA)

Argues that the preparation of professional English-as-a-Foreign-Language (EFL) teachers should be based on the development of "theory of action"--a thoughtful, systematic, and principled rationale underlying practice--by means of continual interaction between the theoretical and practical components of a course. (22 references) (JL)

Argues for the interdependence of theory and practice where rhetoric is concerned. Suggests certain inventional possibilities, when critical discourse engages controversial cases of rhetorical practice. (PRA)

Several different approaches to working with parents of handicapped children have developed over the years out of broad range of perspectives. Literature review examines perspectives from early 1960s, from stage theorists' point of view, and from current research in family/child/environment interactions. Discusses implications for school…

Reviews key assumptions of contextualism, as embodied in social role theory and the lifespan development tradition, highlighting relevant theory and research. Proposes that two vital forces within current counseling, constructivism and interactional counseling, are animated by contextualist notions of development. Outlines specific implications of…

Presents a dialogue on the collaboration between universities and schools involving four educators involved in the Stanford Teacher Education Program at Stanford University. Focuses on the "two-worlds pitfall": a false dichotomy between theory (as presented in teacher education courses) and practice (as experienced daily by practicing…