Reflects on how student affairs professionals can help students explore the unfamiliar space between knowing and doing. Discusses the role of student development educators in helping students go from knowing something to being able to use that knowledge to inform their own attitudes and behaviors. (GCP)

Advocates using the construct of voice rather than paradigms, theories, and academic divisions to develop complimentary ways of understanding. Advocates taking inventory of multiple and shifting voices in reviews and critiques of the literature; connecting through exploring shifting concepts and theories; and engaging in joint actions in ways that…

Examines criticisms of school-effectiveness research (SER) in two papers by Martin Thrupp and by Roger Slee and Gaby Weiner in this special issue. Despite critics' focus on SER's overclaiming, undertheorizing, and political ineptitude, the main issue seems to be researchers' dismissive attitudes and their suppression of scholarly debate. (Contains…

Presents a developmental framework for interpreting and understanding how new digital technologies have been integrated into literacy instruction and research and how they might be integrated in the future. Argues that assimilation and accommodation define a developmental reality that helps explain a variety of issues pertaining to new…

This article examines the issues underlying the relatively insignificant impact of research on literacy practice from the perspectives of the fields of literacy, special education, and deaf education. Recommendations are made for researchers and teachers of students with hearing impairments for bridging the gap between research and practice.…

Propositions about what works in program evaluation are presented: (1) evaluators should be involved from the beginning; (2) evaluation should be based on explicit programmatic theory; (3) quasi-experimental designs must have high internal validity; and (4) evaluators must combat the deterioration of experimental control that occurs in…

Explores the relationship between theory and practice in education, discusses the characteristics of the different types of rationality, that is, episteme (scientific understanding) versus phronesis (practical wisdom), and examines the consequences for teacher education of the shift from episteme to phronesis. A revaluation of practical knowledge…

Urban schools tend to be bureaucratic, politicized, and isolated from state-of-the-art practices and the knowledge-utilization loop. The articles in this special issue examine current and potential strategies for effective knowledge dissemination and utilization as a key intervention process. The idea is to stimulate rethinking and promote…

Many states are creating new curriculum frameworks as a strategy for improving science education. This article shows how these frameworks are organizing and presenting recommendations on science content. A recent Council of Chief State School Officers report analyzes related aspects, such as content/policy linkages on assessment, teacher…

CREST (Collaborative Redesign of Educational Systems) is an intensive, year-long, field-based teacher preparation program that blends theory with practice. Each student teacher is taught at a specific school within the Arlington (Texas) Independent School District and joins an instructional leadership team comprised of a mentor teacher, university…

Although shared decision making wasn't always Harold Boyden's first priority during his 30 years as a Vermont district leader, he always sought out his staff's ideas. Boyden believes in picking his fights, knowing when to compromise, and delegating when appropriate. He prefers to spread out budgeting ownership, responsibility, and commitment. (MLH)

Examines the consequences of the application of different research methods in the field of experiential education. Discusses the meaning of "science"; aims of science, research, and evaluation; systematic, empirical, technological, or emancipatory power of a theory; importance of nomothetic and idiographic rules; researcher-subject…

Develops a theoretical account of how teachers' perceptions of transformational leadership are formed. Provides an empirical test of this theory, which explains formation of teachers' leader perceptions as a function of alterable school-context conditions and unalterable characteristics of leaders and followers. Survey results from 423 schools…

Describes and analyzes a training program for school support agents carried out in Madrid, Spain, from 1990 to 1992. Explores the institutional, cultural, and personal factors influencing program implementation. Addresses problems involved in reconstructing the theory and practice of external support through inservice training of school support…

Describes the work of an Australian adult literacy and basic education teacher who mixes research and practice and a professional development project undertaken in the United Kingdom that was inspired by her work. (SK)