Examines the concept of creativity, then looks at the creativity theories of social psychologist Teresa Amabile as they apply to the teaching of literature. (FL)

Discusses the movement to provide a position for drama within the curriculum, opposition to the movement, and recent works which highlight the potential for drama in the language arts. Points out that drama teaches students to negotiate and create meaning. (ARH)

In response to a previous article, the paper stresses that, in addition to theory development, the field of learning disabilities needs to resolve definitional issues involving disability specificity, intelligence, measurement concepts, and the continua of abilities. Suggestions for developing operational definitions of both learning disabilities…

Argues that metaphor should be given a more important place in language teaching and considers ways in which the expanded available knowledge about metaphors can be incorporated into language art curricula, through such methods as multi-text exercises. (Author/CB)

This paper provides a rationale for basic research and metatheory development in the field of learning disabilities, outlines the steps and cognitive parameters involved in validating such a metatheory, and discusses integrating the findings of basic research with instructional manipulations and reasons for the poor integration of theory and…

This paper affirms H. Lee Swanson's views in "Toward a Metatheroy of Learning Disabilities" and elaborates upon the role of basic research in learning disabilities. An alternative perspective on the nature of applied research is described that views applied research as theoretically driven research aimed at practical matters. (JDD)

In response to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this article argues that the field of learning disabilities does not need to be legitimized and that basic research in learning disabilities is not necessarily the prerequisite vehicle by which theoretical progress can be made. (JDD)

New theories and paradigms are needed for today's schools to address the changes in society that affect education. They must acknowledge the history of schooling, and they must be informed by ethnographic research on teacher-student relationships. Social science knowledge must be used to create more humanized schools. (VM)

Past studies that apply the sociological definition of professionalism to librarianship are summarized, and recent criticisms of this definition are investigated. Alternative models of professionalism and concepts of theoretical knowledge and service are discussed, and a reexamination of the professional nature of librarians' work is proposed. (23…

Examines a macro theoretical paradigm for management communication which clarifies relationships among the factors that influence persuasion. Explores the notion of strategic choice, and elaborates a strategic model for managers. (MM)

Research on effective teaching, combined with findings of the effective schools movement, is calling for teacher empowerment and new leadership opportunities for principals. This article describes a leadership pyramid embodying symbolic, cultural, instructional, and managerial functions. Principals will still operate at the top (symbolic and…

Treating curriculum out of context is mostly responsible for the disappointments of curriculum theory in practice. Decontextualization has conceptually separated curriculum from its design and use; operationally, curriculum is separated from its structural and sociocultural contexts. The alternative--curriculum in context--can inform research,…

Relates how historical developments initiated the curriculum reform movement, which caused curriculum studies to become vulnerable to reconceptualization. Traces the movement from Sputnik in 1957 through reconceptualists' opposition to the mainstream field in the 1970s. The opposition has now become the field itself, which is characterized by…

The interview analysis of six preservice teacher education students indicated that although prospective teachers received information about writing instruction through coursework, they had little idea of how to implement this information. (Author/DB)

The author explores the forces in American education that mitigate against research influencing practice. He focuses on the dual influences of "traditional wisdom" and "political interference," and defines the role of professional judgment and bias in determining the content of teacher education courses. (MT)