Course objectives, organization, and reading for a graduate seminar in educational leadership at Teachers College Columbia University are described. Small student groups assigned the task of teaching course content experience some of the processes presented in the literature, thus providing practice in some of the functions of leadership. (IAH)

Evaluation research is discussed as an applied social science that uses quantitative-comparative techniques to assess the effects of planned intervention. Focus is on the generally insufficient validity of treatment effectiveness research, and the relationship between research constructs and theory and their operationalization. (TJH)

Describes a Long Island, New York, school district's staff development project designed to improve student learning and thinking strategies by applying interactive and constructive learning theory. The three-year project focused on bettering reading instruction across the curriculum and used teacher-selected materials and demonstration lessons to…

Howard Gardner's Multiple Intelligence construct is considered from the perspective of its viability in gifted education, especially in comparison with the more traditional Intelligence Quotient-based construct of intelligence. Empirical and theoretical support and contradictory findings are discussed from the literature in cognitive science and…

A comparison of the theoretically enormous potential of computer assisted instruction (CAI) to individualize instruction with its limited present-day realization indicates that computers are limiting to students. Rather than attributing effective CAI to its mythical ability to tailor instruction, instructional developers should evaluate exactly…

This review of research and related developments in special education in Scotland from 1975-1985 concludes that research has increased the knowledge and understanding of teachers of pupils with learning difficulties and has underpinned policy development, but that teachers need to be encouraged to be more involved in research. (Author/JDD)

Suggests ways to help students move beyond rewriting to revising, including situational analysis and peer evaluation. Provides a worksheet on generating ideas, guidelines for evaluation, questions for peer evaluation, and a sample research article assignment. (MM)

Argues that, in practice, teaching is not restricted to technical views of child development produced by Piagetian theories, but draws upon a complex analogical network of experience-based images of childhood. Recognizes children as persons with a potent presence in adult lives, rather than as a univocal object demain for scientific study. (DMM)

A joint effort between the Minnesota Extension Service and University of Minnesota School of Medicine produced a community-based research and educational program on stress, depression, and suicide prevention. The Teens in Distress program represents a successful collaborative effort and illustrates the potential problems when Extension…

A description is given of the process of developing a casebook prototype that combined vignettes, collected from 22 mentor teachers, by experienced teachers with theoretical knowledge. Use of cases in inservice teacher education and other areas of educator education are discussed. A sample case is included. (IAH)

Argues that an understanding of how children acquire reading and writing processes should be the prime basis for making decisions about new information technology. Notes that technology can be selected that is consonant with one's understanding of teaching and learning. (MM)

Responds to Myra Kogen's article, "The Conventions of Expository Writing" (JBW; v5 n1). Discusses several misunderstandings about models of intellectual development. Argues that developmental schemes are useful when interpreted cautiously, but risky if used to classify a student's intellectual development. (MM)

Defines the value of classroom research in terms of three paradoxes: (1) it steps back by taking an intimate look; (2) it yields a holistic view but also reveals the dynamics of its parts; and (3) it is a unique whole and a part of inquiry into language and learning. (RS)

Describes how basals help translate research into practice (responding to changes in theory), and provide on-the-job training for teachers. Notes that although continued revisions of basal series are necessary, they are useful for teachers who do not have time, energy, or expertise to develop reading materials and activities. (MM)

Before chaos theory, Western society had no "scientific" tools to deal with disorder and unpredictability because science relied on factual evidence. With chaos theory, knowing and believing are now seen as interconnected and both are considered authentic. Counseling should reflect this authenticity with compassion, not control. (LKS)