Comments on recent trends in cognitive load theory discussed in the papers in this special issue. Considers the external management of cognitive load through means of optimal instruction and the internal management of cognitive load by learners' metacognitive and self-regulative competence. (SLD)

This book is a compendium of recent item response theory (IRT) research that reviews 27 IRT models. The book contains a historical overview of IRT followed by six sections that deal with the application of a particular IRT model or set of models. (SLD)

Comments on the articles of this special issue, which highlight significant changes in instructional design based on the theory of conceptual change. Evidence from these studies suggests the interplay of evolutionary and revolutionary aspects of conceptual change that are content and context dependent. (SLD)

Reviews an ethnography of the life experiences in home, school, and community of 14 Mexican American immigrant children as they struggle with acculturation processes. Argues that the authors fail to achieve an "ethnography of empowerment" that puts theory into practice and improves the living conditions of its subjects, and that this notion is…

Explains fundamental shifts dominating education's transition at technical, managerial, and institutional levels. Since the first edition of the "Handbook of Research on Educational Administration," school administration has been reconfigured and recultured. Social justice, democratic community, and school improvement comprise major…

Suggests that this book helps early childhood educators make sense of postmodern theory. Notes that the authors are optimistic that early childhood educators can make radical changes at all levels of their profession and meet the demands of a complex world and its need for multiple perspectives. (DLH)

This volume, based on papers presented at a 1998 conference, collects thinking and research on item generation for test development. It includes materials on psychometric and cognitive theory, construct-oriented approaches to item generation, the item generation process, and some applications of item generative principles. (SLD)

Discusses a number of issues raised in Brody's analysis of ability measurements based on the triarchic theory of successful intelligence, such as restriction of range, obtained variance attributed to "g," and aptitude-treatment interactions. (SLD)

Identifies and summarizes instructional messages in the articles in this theme issue and also identifies central theoretical issues, focusing on: (1) external representations; (2) dual coding theory; and (3) the effects of animations on learning. (SLD)

This introduction to the special issue shows how it brings together and integrates the most recent theoretical, empirical and practical developments in the field of interest and learning. (SLD)

Introduces and draws on other papers in this issue to discuss how task performance is achieved in workplace settings and the extent to which the knowledge needed for task performance is generic. Explores these questions from a variety of theoretical frameworks. (SLD)

Discusses ways in which the dialectic between differing approaches to studying, theorizing, and representing collaboration may illuminate issues related to the nature and scope of scholarly inquiry. Contains 15 references. (Author/SLD)

Reviews some of the central insights from the preceding chapters of this issue as they relate to historical marker events from the past three decades that have influenced the evaluation profession and expanded notions of evaluation use. (Author/SLD)

The Rasch Scaling Program (RSP) is a software package for applying the one-parameter logistic (Rasch) model to dichotomously scored item response data. RSP contains a thorough introduction to the Rasch model (1960, 1980) including explanations of the estimation methods and directions for running the program. (SLD)

Introduces this special issue focusing on eight projects designed to promote complex learning using technology with an associated chapter of commentary. Highlights key issues related to the use of technology and lists 14 learner-centered psychological principles for complex learning. (SLD)