I argue here, that, ultimately and in large part, the stakes of educational action research are conditioned by the various ways of conceiving theory, research and practice, and I attempt to explore and put forward one such way that I view as potentially more helpful than others. I begin with a comparative overview of the implicit philosophical…

Current literature indicates a discrepancy between school counselors' reported desires for clinical supervision and their actual participation. To bridge this gap, peer supervision has been suggested as a viable alternative. However, a lack of definitional clarity makes it difficult to distinguish this activity from both clinical supervision and…

Today's art museum educators face a challenge that is unprecedented in the field. Where not too long ago little was known regarding how people learn in the museum, now multiple theories have emerged (Falk & Dierking 1992, 2000; Hein 1998; Roberts, 1997; Yenawine, 1988). New theories breed new practices. The dilemma for art museum educators is to…

While art education programs often rely on preservice teachers learning by reading pertinent literature and by following art technique demonstrations alone, they may disregard the tensions many preservice teachers feel between the different contexts of studying in university and teaching in schools. Teachers rarely have the opportunities and time…

The Society for the Teaching of Psychology formed a task force in 2000 on Uniting Scholarship and Teaching to develop suggestions for how the Society might facilitate Boyer's (1990) and Halpern et al.'s (1998) expanded views of traditional scholarship with respect to the teaching of psychology. This article represents a partial fulfillment of that…

The article analyses the problems and limitations associated with the concept of theory application embedded in the current training model of teacher preparation in Singapore, and in so doing, argues for a better way of understanding the role of theory in teacher preparation. It contends that relating theory to practice is inferentially complex…

This article treats Aristotle's broad conception of knowledge as a key to understanding practical knowledge, as well as the differences between learning in practice and learning in schools today. Aristotle's three main categories of knowledge--the theoretical, the productive and the social-ethical--can serve to differentiate and expand modern…

The rising popularity of research partnerships between practitioners and scholars raises questions about the efficacy of current research models for in situ research that yield timely and practical results to practitioners at the same time as they meet scholarly requirements and continue to grow the knowledge base in the field of HRD. Three…

The late John Wilson has long been a champion of education as a human undertaking with an integrity of its own, as distinct from one that is essentially subordinate to extrinsic interests and influences (e.g. religious, political, commercial). He has also been a fearless critic of forms of thinking that he regarded as failing to articulate…

In research on teachers' beliefs, a distinction is often made between what teachers state ("professed beliefs") and what is reflected in teachers' practices ("attributed beliefs"). Researchers claim to have found both consistencies and inconsistencies between professed and attributed beliefs. In this paper, methods and research designs typically…

This essay is based on work the author began several years ago when she undertook to analyze and compare the diverse descriptions of discipline-based art education that had appeared in the professional art education literature. It compared concepts of Discipline-Based Art Education (DBAE) presented in writings by Ralph Smith; Gilbert Clark,…

The theological pedagogies which dominate degree-granting schools originated in the courses of study and graduate programs of the teachers. These pedagogies foster a deep rift between theology as an academic or scholarly discipline (science?) and the situations and interests of students. Students are taught to imitate what scholars do:…

Distributed leadership is a concept that is finding increasing support and is receiving widespread interest in the practitioner and research communities. So, why the interest in distributed leadership? While reasons for the contemporary interest certainly vary, it is suggested that reasons for the popularity of "distributed leadership" are…

The discourse contained in this article is the result of an on-going discussion about "providing variability of practice" between professionals from different areas of study within kinesiology. The impetus for this discussion arose from a lack of common terminology, differing views, and the sometimes contrasting research and professional practices…

The theology of the late 20th century reflects a courageous retrieval of God as beauty, but integrating such perspectives into the practice of teaching theology is difficult. This field has suffered both from disproportionate academic focus on system thinking and from excessive emphasis on ministerial professionalism. How can we acknowledge the…