Responds to criticism of a method for analyzing genuine and simulated suicide notes. Claims that the critique is based on an inflexible and unnecessarily limited model of scientific psychology as a purely theory-driven enterprise. Discusses problems associated with such a limited view and addresses methodological and logical criticisms. (RJM)

Presents the results of an evaluation, using the Adult Career Concerns Inventory, of a transition counseling program aiming to facilitate the interaction of young people according to four central "person-environment" modes, taking into account the strengths and weaknesses of the six vocational personality types and occupational and…

Total quality management (TQM) has become a U.S. social movement. This commentary analyzes the writings of W. Edwards Deming, Joseph Juran, and Kaoru Ishikawa to assess TQM's coherence, distinctiveness, and likely perseverance. Rhetoric is winning over substance, unrelated interventions are being herded under the TQM banner, and research is not…

Reports on a comparative study of the undergraduate sociology curriculum in 36 U.S. and 38 English Canadian institutions. Finds that Canadian schools more closely resemble the European sociology curriculum by emphasizing sociological theory. Contends that U.S. schools emphasize research methods in the context of a liberal arts program. (CFR)

A new model for pedagogy needs to be developed that is based on the use of technology and student independence. There is no meaningful research leading to a new theory of pedagogy; current educational practices do not reflect contemporary needs. It must be determined whether children have any standing in the debate over educational reform. (AEF)

The article outlines the use of reflective journal writing to help develop preservice teachers as reflective practitioners. Journals allow students to determine their own focus and what they want to understand, and to have their ideas seriously valued as knowledge being personally constructed. The importance of collaboration is examined. (SM)

Educational administration research is frequently criticized for overlooking issues of learning and teaching in schools. This special issue features four articles suggesting steps to establish a larger research agenda on learning, teaching, and educational administration. Topics include common schooling problems, school-based management,…

While reminiscing over wine and granola bars, some elementary teacher-survivors from the sixties pondered timeless teaching truths newly "discovered" by education reformers, including authentic assessment, cooperative learning, a national curriculum, and brain-compatible learning. Reformers are insensitive to realistic classroom contexts when…

This introduction to six articles on learner-centered instruction of students with hearing impairments briefly looks at such principles as the importance of expectations, the interaction between practice and research, collaboration, reflection, and lifelong learning. (DB)

An overview of how reading has been used in the English-as-a-Second-Language (ESL) writing classroom is offered, example of changes in reading and writing models are examined, current views of the connections between reading and writing are discussed, and application of these connections in one advanced ESL writing class is reported. (85…

This introduction to the special issue summarizes issues raised in the nine subsequent contributed papers, which discuss research findings on communication and language development in persons with mental retardation or developmental disabilities. The paper stresses the direct relevance of the research for prevention, assessment, intervention, and…

Discusses teachers' knowledge and beliefs about mathematics and how mathematics is best taught and learned. Considers interrelationships between beliefs and teachers' classroom practices. Argues that instruction is shaped by teachers' knowledge and beliefs and that meaningful change in instruction will entail fundamental changes in what teachers…

Examines the reconceptualization of curriculum studies, noting responses to interpretation, praxis, and institutional change. Rejecting the traditional theory-practice split in education raises the challenge of how to design empowering curriculum practice. The article describes preservice teacher education based on a specific interpretation of…

The Holmes Group's concept of professional development schools challenges conventional assumptions about how practitioners acquire knowledge of educational practice and how theory and practice are related. This article examines these assumptions and their implications for administrator preparation in professional development schools by analyzing…

Maintains that the controversy concerning the effects of early nonmaternal care on the quality of infant-mother attachment is in part the product of fundamental theoretical differences among researchers. (BB)