Whether 130 students, 38 faculty, 51 staff, and 7 administrators were consistent in their beliefs pertaining to educational philosophy and whether or not they favored the open or closed approach to education was studied. All groups favored the open approach. The highest consistency in educational philosophy was among students. (SLD)

Asserts that mental health counselors working within ecosystemic context need cogent theory of human and systemic development to guide assessment and treatment planning. Describes and illustrates Developmental Counseling and Therapy and Systemic Cognitive-Developmental Therapy as two integrative models that unify individual, family, and network…

Responds to previous article by Rigazio-DiGilio on Developmental Counseling and Therapy and Systemic Cognitive-Developmental Therapy as two integrative models that unify individual, family, and network treatment within coconstructive-developmental framework. Discusses hidden complexities in cognitive-developmental ecosystemic integration and…

Considers, in a special issue on the topic, criteria for the admissibility of evidence and how methodology affects what is considered to be evidence. Discusses evidential standards in rhetorical criticism--asking whether the data are is pertinent to one's critical perspective, relevant to the claim, the best available data, and what politics are…

Considers, in a special issue on the topic, criteria for the admissibility of evidence in communication research and how methodology affects what is considered to be evidence. Suggests four principles of rigor which should be used to judge the admissibility of "textual" (i.e., qualitative) evidence. (SR)

Discusses (in a special issue on the topic of criteria for the admissibility of evidence) conversation analysis (CA): its basic concerns and commitments, its impatience with discussions about evidence rather than inspecting actual data, and selected notable impacts and debatable issues engendered by CA. (SR)

Considers Aristotelian and Galilean views of the relationship between theory and empirical research, and argues that current models in research on teaching are Aristotelian in overly emphasizing the empirical and methodological branches of research programs to the detriment of the theoretical and conceptual. (SLD)

Offers a written conversation between two academics about "C-Words" in the complex world of composition (convention, coherence, chaos, confusion, collage, and colorful) as a means of discussing the teaching and learning of writing. (SR)

Describes two major theories about how a second language is learned, and presents implications for ESL-literacy learning along with exemplative classroom scenarios. Gives a summary of important points for teachers. (SR)

Discusses how many recent treatments of the hidden curriculum have overlooked historical antecedents of the early progressive curriculum literature. Shows how insights derived from John Dewey and others portray the hidden curriculum more positively than some of the ideologically laden interpretations in vogue today. The hidden curriculum can…

Curriculum scholarship involves "reading for meaning" perhaps more than any other professional competence except observing. Deconstruction ventilates this activity by asking what reading for meaning means, exposing some habits normally governing it, and proposing a way of reading that is radically open to diversity. (MLH)

A survey examined how students (n=750), educators (n=341), certified public accountants (n=290), and industrial accountants (n=471) view the impact of the present mix of research and teaching. Results suggest that, to achieve a practical and reasonable evaluation of education, teaching skills should receive renewed emphasis and continuing…

There is serious confusion in higher education regarding the relationship between learning and experience. Work placements should be seen as opportunities for real learning in the real world, and all work should be conceived as a placement. (SK)

Dramatic developments in brain research and imaging technology are rapidly advancing our understanding of the human brain. The new biologically based brain theories suggest that "nature" dominates "nurture" and that many current beliefs about instruction, learning, and memory are wrong. This article explains neural Darwinism…

Although divergent-thinking tests were once the most common creativity measure in psychological and educational research, their popularity among researchers is waning because of serious questions concerning validity. Recent research suggests that divergent-thinking test scores fail to predict real-world creativity. A task-specific approach may…