Presents results of a six-week research project in a creative writing class that focused on developing audience sensitivity among students. Describes three units combining social, rhetorical, and informational perspectives. Concludes that a sequential approach seems to increase audience sensitivity among students. (KEH)

A framework for staff development which focuses on acquisition of pedagogical language is presented as a means to increase teachers' cognitive complexity about the teaching-learning process. The language and concepts found in educational theory and research are key factors in enabling teachers' reflective instructional decision making. (JD)

Includes: (1) "A Comment on 'Lacan, Transferences, and Writing Instruction'," Janet Hiller and Barbara Osburg; (2) "Robert Brooke Responds"; (3) "A Comment on 'Writing (with) Cixous'," Debra Raschke; and (4) "Clara Juncker Responds." (RAE)

Investigated the intentions underlying practice in the classes of 24 nursery teachers. Many of the teachers valued cognitive growth and saw children's developing social competence as supporting that growth. (RJC)

The article addresses what is regarded as unjustifiably pessimistic characterizations of memory strategy instructional research, and argues that solid laboratory research on strategy use is needed though much memory instructional research with direct classroom applications to learning-disabled students has been completed. (Author/DB)

Demonstrates Iser's reader-response theory provides a coherent framework for interpreting and teaching narratives in a foreign language. A sample lesson using the Iserian principle to improve students' reading of foreign language texts. (37 references) (CB)

Analyzes social work faculty members' and field instructors' notions of the knowledge and skills needed by the child welfare practitioner. Faculty members placed more emphasis than field instructors on knowledge and skills in cultural and minority issues, training, social policy and research. (RJC)

Discusses the historical basis of French preprimary schools. Describes mornings in classrooms with two- to three- and five- to six-year-olds. Discusses teachers' responses to children's observations, play, and practical knowledge. (RJC)

Reviews models and theories related to student development and offers a series of strategies and tactics to help student development administrators put theory into practice and make changes for the decade ahead. (DMM)

Presents a conceptual model of student flow through the community college. Outlines the purposes of student tracking systems and discusses the tension between the theory and practice of designing and implementing tracking systems. (DMM)

Addresses the debate over early childhood teacher training. Argues that teachers should be: (1) trained according to professional principles and methodologies of teaching children; (2) well-prepared in math, science, and language; (3) value work; (4) maintain high moral standards; and (5) remain open to new ideas. (DE)

Examined the roles assumed by an early childhood teacher. Results indicated that there was an approximate balance in the teacher's roles as curriculum designer, organizer of instruction, and counselor/advisor. (DE)

Comments on Falvey's article, focusing on whether and how research in mental health counseling can be enhanced. Makes a distinction between appreciation and consumption of research on the one hand, and research production on the other hand. Discusses ways of enhancing appreciation/consumption and production. (Author/ABL)

Responds to Elizabeth Falvey's article and Charles Gelso's reply to Falvey's article. Focuses on essential elements articulated by these two authors to a critical problem confronting mental health counseling profession-the split between mental health counseling practice and research. Calls for a rethinking of the discipline. (ABL)

Teacher training reform in Yugoslavia is discussed in this article. Described are changes made during the 80's, curriculum content, practical training components, conflicts among teacher educators, and problems associated with locating practice teaching sites. (IAH)