Explores the nature of practical knowledge, drawing on Aristotle's discussion of practical and scientific knowledge. Relates practice knowledge to theory and affirms the importance of both practical experience and theoretical knowledge. (SK)

Survey responses from 36 cognitive-development psychologists indicated that substantial theoretical advances have been made in the field in the past 50 years. Development of metatheories, theoretical integration, and linking of theory and application are major future objectives. (SK)

Asserts that formal theories of justice and fairness should be integrated into career development theory and practice. Provides a framework using the constructs of distributive, procedural, and interactional justice. (SK)

Includes "Putting Research Findings into Practice to Improve Testing" (Dyer); "Using Research Findings" (Knight); "Show Me the Money" (Osborne); "Program of Activities" (Torres, Dormody); "May Cannibals Ask Questions?" (Edwards); "Experiential Learning" (Andreasen); and "Research into Practice: A Complex, Unpredictable Process" (Budke). (SK)

Investigation expands upon the Erchul and Chewning (1990) study examining relational communication aspects of behavioral consultation. Study hypothesizes that the more a consultee follows the lead of a consultant, the more favorable the outcome for consultants. Results indicate participants were more controlling than those in previous study. One…

This introduction to a special issue on using consultants to improve teaching in higher education considers the origins and rationale for instructional consulting, raises some questions about the conceptual underpinnings for consulting practice, examines who offers and who sells consultation, and urges training in consultation skills and greater…

Addresses psychological and anthropological views of situated learning by focusing on the concept of a learning relationship and uses it in a conceptual framework for designing learning technology. Discusses communities of practice, and emphasizes social identification as a central aspect of learning which should influence the design of learning…

Reviews key concepts and applications of chaos theory and the broader complex systems theory in the context of general systems theory and the search for a unified conceptual framework for social work. Concludes that chaos theory shows promise as a solution to many problems posed by the now dated general systems approach. (DB)

Responds to an article (May/June 1997 issue) in which Eugene Kelly contended that the counseling profession should integrate its theories to combine strengths of both the humanistic and technical orientations in the field. Notes the importance of previous efforts such as Robert Carkhuff's Human Technology (HT). Discusses and emphasizes the…

Presents three categories or models of spelling instruction in grades three to six--a traditional model, a transitional model, and a student-oriented model. Outlines theoretical and research foundations, specific spelling instructional strategies, and implications for instruction associated with each model. (SR)

States that much has been written about whether writing center tutors should be generalists or specialists. Suggests that these arguments should be restructured around tutor-training theory and its relationship to social constructionism. Seeks a middle ground between the generalist and specialist poles through training theory and pedagogy to…

Responds to Lynda Stone's comments on the author's essay on the interpretation of history. Demonstrates the linkages between his argument and those of Stone. Concludes by contesting some of her interpretations of his philosophical forebear, Edmund Husserl, and by pointing to the common objectives of both his and Stone's research. (DSK)

Features a recent book ("Changing Our Minds: Negotiating English and Literacy") by and a conversation with Miles Myers, former Executive Director of the National Council of Teachers of English. Discusses changing work practices, historical shifts in definitions of literacy; "new literacies"; gaps between theory, policy, and lived experience; and…

Focuses on the integrated use of economic, sociological, social-psychological, and other advanced conceptual models and heuristics in the study of public institutions and management, with the potential to strengthen the field's scholarship and the possibilities for theory-grounded practice. (Author/JOW)

An incident in which two mentors had to fail a nursing student on a clinical placement is analyzed using Habermas' critical theory. Obstacles to clear communication between mentors and power relations in the college/clinical social structure are identified, and the social, cultural, and political forces involved in clinical teaching are discussed.…