Sources of contributions to this journal were examined for volumes 57-71. Purposes were to: (1) identify the primary institutional sources of articles; (2) identify the primary individual contributors; (3) identify and compare the program affiliations of individual contributors by editor; (4) investigate relative contributions of psychologists…

Teachers sometimes create boxes that isolate students and hinder authentic learning, using the classroom, the unit, and the textbook as the boundaries of the instructional approach. (DDR)

Discusses situative perspective as a framework for integrating issues of theoretical assumptions, educational practices, and educational research. In this perspective, the focus of theoretical principles is at the level of interaction among people and between people and their environments. Contains three pages of references. (MMU)

Evaluation of professional performance in health promotion as well as the patient encounter itself should be placed in the broader context of the health care system as it occurs in the world. Integrating medical and non-medical aspects of care is a prerequisite to a good relationship with the patient. (Author/EMK)

This letter comments on other articles in this issue regarding clinical health promotion as the link between health promotion and patient education. Three criticisms are discussed: (1) the health illness continuum and the power of professional groups; (2) the theory practice gap; (3) the victim-blaming trap. (EMK)

Explains the author's process in constructing and validating a survey, called the Preferred College Classroom Environment Scale, for her dissertation on women's perceptions of themselves in the college classroom. Offers suggestions to educators who want to construct their own surveys for program evaluation or similar types of research. Contains 30…

Discusses formative experiments in literacy research. Outlines six components of a formative experiment. Offers an example of a formative experiment and describes establishing a pedagogical goal, specifying and justifying an intervention, collecting data, adapting the intervention in light of data, unanticipated effects, and changes in the…

Discusses the strengths and limitations of the practicum at the City University of Hong Kong. Although the program was designed to meet local needs, many graduates do not apply the principles espoused in the program to their own teaching context. (Author/VWL)

Describes an assignment in a large lecture course ("Social Scientific Foundations of Communication") that paired each student with an "e-mail pal" who was a working professional in the field of journalism. Describes the procedure and the results, noting recurrent ideas emphasized by professionals, practical advice they offered,…

Examines the nature of transformational leadership and its relation to teachers' changed practices within the context of two Dutch large-scale innovations. Results revealed three dimensions of transformational leadership (vision, individual consideration, and intellectual stimulation) and their significant effects on teachers' concerns, learning…

Reports on the initial results of a four-year longitudinal study of the model used by the Juniper Gardens Children's Project, which was designed to make research more trustworthy, useful, and accessible. The successful collaboration between the University of Kansas researchers and eight local inner-city elementary schools in Kansas City is…

Small-group development is an important aspect of adventure therapy. Supplementing knowledge of sequential stages of group development with knowledge concerning within-stage nonsequential development yields a richer understanding of groups. Integrating elements of the individual counseling relationship (working alliance, transference, and real…

Examines the contribution of in-service teachers when they take responsibility for teacher-education courses. Outlines the main elements of sharing experiential knowledge by referring to the results of a research study that examined links between theory and practice. Discusses the use of examples as an important part of a teacher's contribution.…

Reviews reasons educational practice is less influenced by curriculum theories than in the past and responds to the criticism by William Wraga that theory and practice have split. Notes the gendered nature of the relationship between theory and practice in curriculum, in that more theorists are male and more practitioners are female. (SLD)

Reexamines aspects of the "real books/reading scheme books" debate that erupted into British literacy education in the late 1980s. Argues that the debate was not over-polarized, but that it did not take appropriate account of scholarly review of related research. Notes the relationships to current developments in the field. (DSK)