Argues that G. A. Cziko's conclusions about the inadequacy of mainstream educational research result from misunderstandings of statistical method, philosophy of science, and other topics. Perceptual control theory, which he espouses, may contribute for educational research but its potential does not result from shortcomings of mainstream…

Outlines a componential theory of intelligence and describes how this theory might complement different factorial theories of intelligence. Discusses the respective uses of components and factors in educational theory and practice. (Author/GC)

Expresses concerns about the way Hiebert et al. (1996) characterized Dewey's approach to thinking and problem solving. It argues that Hiebert et al.'s interpretation of Dewey downplays the crucial role of ideas in the problem-solving process while simultaneously elevating "action, over doing" as the key element in promoting greater…

Proposes to show how certain developments in psychology have influenced present educational methods, and how recent work in learning theory strongly suggests new directions for educational research and practice. (DM)

Lissitz and Samuelsen (2007) propose a new framework for validity theory and terminology, emphasizing a shift in theory and practice toward issues of test content rather than constructs. The author of this article argues that several of Lissitz and Samuelsen's critiques of validity theory focus on previously considered, but subsequently discarded,…

Examines the concept of learning from both constructivist and sociocultural perspectives and introduces a third perspective based on K. R. Popper's philosophy of science. It is argued that constructivism cannot adequately account for the immaterial objects that Popper located in his World 3--abstract mathematical and scientific objects. (GLR)

Considers Aristotelian and Galilean views of the relationship between theory and empirical research, and argues that current models in research on teaching are Aristotelian in overly emphasizing the empirical and methodological branches of research programs to the detriment of the theoretical and conceptual. (SLD)

Expands the debate over the conflicts between cognitive theory and situated learning from theoretical considerations, to include concerns of educators engaged in classroom-based research and instructional design in collaboration with teachers. Considers the treatments of meaning and instructional goals from the perspectives of cognitive theory and…

The testing of English language learners (ELLs) is, to a large extent, a random process because of poor implementation and factors that are uncertain or beyond control. Yet current testing practices and policies appear to be based on deterministic views of language and linguistic groups and erroneous assumptions about the capacity of assessment…

Responds to A. L. Brown's 1994 assertion that behaviorism and most learning and developmental research impede theoretical progress and negatively affect educational practice. The author first discusses how Brown inappropriately uses the most outlandish research and practice in the behaviorist tradition as an excuse to reject behaviorism outright,…

Comments on Erick Smith's proposed knowing/knowledge distinction, and clarifies a possible ambiguity in the present author's use of the term "constructivism." The article distinguishes between Piagetian-based psychological constructivism as outlined by Smith and the author's version of constructivism. (GR)

This paper takes issue with the arguments of S. Miller and M. Fredericks that postpositivist philosophy and concepts like incommensurability are irrelevant or of little value to educational research. It is argued that theory cannot be detached from practice and incommensurability is more than a matter of abstract concepts. (SLD)

Criticizes the response by William Pinar as not addressing points raised in Wraga's essay on reconceptualized curriculum studies. Pinar's vision of hopelessness for reforming the curriculum field continues the insulation of curriculum theorists from the complex problems of school practice. (SLD)

Presents two related theories for a new paradigm in teacher education. One uses the concepts of "episteme" and "phronesis" to introduce a new way of framing relevant knowledge. The other is a more holistic way of describing the relationship between teacher cognition and teacher behavior. (SLD)

Explores the relationship between theory and practice in education, discusses the characteristics of the different types of rationality, that is, episteme (scientific understanding) versus phronesis (practical wisdom), and examines the consequences for teacher education of the shift from episteme to phronesis. A revaluation of practical knowledge…