To help educators design a balanced curriculum giving students opportunities to master knowledge and use it appropriately, this article explains curriculum design components and framework and provides advice concerning selecting the design, exploring sources, working with the committee, and developing guiding statements. Includes eight references.…

In response to a previous article, the paper suggests it is unrealistic to expect one theory or even multiple theories within one paradigm to explain learning disabilities. The emphasis on reaching a consensus regarding theory or paradigm is seen as unproductive. (DB)

Summarizes the contents of four books on language teaching written by Harold Palmer between 1917 and 1924. Palmer's writings bridged some of the gap between theory and practice in language teaching. (CFM)

Highlights contemporary reading research as well as some implied instructional practices in four areas, including direct teacher explanation, reading-writing connection, top-level text structure, and main idea identification. (ARH)

Provides a brief overview regarding the pedagogy of applying literary theory to second language instruction. Suggestions include urging others to incorporate a brief model of a literary theory, noting the problems of this model, and demonstrating how the model can be applied to texts that exemplify the problem. (CB)

The author examines four questions regarding professional accounting education: (1) Why the controversy over the conceptual versus the technical approach?, (2) What should the objectives be?, (3) Why teach theory and not technical knowledge?, and (4) Where does the field go from here? Implications for further research are discussed. (CH)

The author presents a selective but detailed account of the proceedings of the November 1986 conference of the German Association of Adult Education Centers, from a British point of view. A theme running through the proceedings is the political empowerment of adult education. A section comparing British and German adult education issues is…

Notes the limitations of the traditional conceptualization of reading in terms of a conduit metaphor, consisting of three parts: (l) an input, (2) an output, and (3) a model that describes the relationship. Argues the merits of looking at reading in light of the tool metaphor, viewing readers and writers as users of information. (NH)

Addresses how the ambivalence of sociology affects students' understanding of it. Contends that this ambivalence affects the usefulness of sociology as a discipline and sociologists' attitudes towards their profession in addition to creating problems in applying a sociological perspective to everyday life. Concludes that one possible solution is…

Maintains that applied and academic orientations are not antithetical but rather complimentary components of a realistic and integrated view of society. Advocates that students take a pro-active position in seeking a broad range of opportunities which will provide skills and insights necessary to contribute to sociology's future. (Author/DH)

Discusses the theory-to-practice issue in reading education. (FL)

Research on the complexity of teaching, what teachers know, and methods of studying teachers' thought processes are discussed. Implications of research on teacher thinking lead to the view that research enables teachers to understand practice rather than to dictate it. (MT)

The authors discuss the introduction of new technology into the workplace focusing on two issues: (1) impact of new technology on conduct of industrial relations and (2) influence of industrial relations on effectiveness of new technology. (CH)

Tyler's model of instructional development is critiqued, and research on how experienced and beginning teachers plan is described. Alternative ways teacher planning could be taught, which vary according to behaviors to be emphasized, are discussed. (MT)

Extends an earlier discussion by Gunnison (1985) of the similarities between Milton Erickson and Carl Rogers by citing several important differences in their respective counseling approaches. Briefly discusses implications of these differences to the continuing evolution of counseling theory and practice. (Author)