Discusses the many complexities involved in the translation of scientific information in the social sciences into forms usable for solving problems of practice in education. Prescribes a series of stages to be followed from the advent of a practitioner's situational problem to the design of a response to it. (Author/JN)

Discussed are: (1) cognitive learning theory; (2) the learning of mathematics; (3) implications of learning research and theory; and (4) implications for instruction. A major theme is that at the present time even the most basic skills of general usefulness are not being learned by a large proportion of students. (MP)

Content analysis of five scholarly journals in the field of higher education from 1986-88 focused on the methodologies and topics of research reported there. Distribution of articles among 4 paradigms (functionalist, radical structuralist, interpretive, radical humanist), along 2 dimensions (social science, sociology), and according to 11 sets of…

Reviews concepts proposed by researchers in linguistics, psychology, philosophy, and artificial intelligence, who have applied their knowledge and skills to the study of human information processing--i.e., memory content, storage, encoding, and retrieval. Guidelines derived from theory for use by instructional designers and subject specialists in…

Several different philosophical approaches to general educational development in higher education are discussed and compared, including (1) positivist epistemology, a pragmatic, empirical perspective; (2) development of curricula promoting interpretation based on understanding; and (3) critical theory, which espouses development of people in…

Analyzes chapters on epistemology and methodology in the "Handbook of Research on Social Studies Teaching and Learning." Laments the imprecise definition concerning the epistemological nature of the social studies. Concludes the handbook does not clarify this definition and that social studies research reflects this missing broader…

Asserts that metacognition is one of the most important developments in the contemporary study of learning. Proposes a theoretical analysis of a number of interrelated issues with regard to their importance for metacognition. Focuses on strategy selection in light of the impasse-based theories of problem solving. (CFR)

Presents six assumptions underlying action research, or research by classroom teachers. Contends that teachers can conduct legitimate and useful research if it is qualitative or interpretative not quantitative. Concludes that art education and art educational professionals have much to gain by engaging in action research. (CFR)

Reviews and describes different versions of feminism and postmodernism. Reviews the current debate about the challenges that the two sets of theories offer to traditional epistomologies. Concludes with suggestions about the influence of feminism and postmodernism on educational research. (CFR)

Challenges in applying cognitive strategy research to complex knowledge domains in students with learning disabilities include the need to focus on deficits in domain-specific knowledge; adaptation of assessment designs to answer cognitive questions; and procedures for individual cognitive strategy instruction in group settings. A research agenda…

Discusses the changes in art education within the last 30 years and considers their effect on assessment. Briefly touches on theorists and their contributions to the field, including Elliot Eisner, Robert Stake, and Leonard Meyer. Includes a summarized list of art education guidelines. (MJP)

Asserts that qualitative research methodology represents a fundamental reconceptualization about knowledge, validity, and education. Reviews the history and trends of educational research and argues that it is increasingly legitimate to use qualitative methods. (CFR)

Utilizes the Psychology As Science (PAS) questionnaire to examine student's perceptions. PAS consists of a series of statements about Psychology followed by a strongly agree/disagree option. Reveals an overwhelming acceptance of psychology as a science among students. Includes a statistical breakdown of PAS statements and suggestions for future…

Predicts that the paradigms of chaos theory will rapidly move into the social sciences, resulting in major changes in educational research and the study of the curriculum. Discusses the need for new metaphors and paradigms in the social sciences. Briefly characterizes previous educational principles and approaches. (MJP)

Maintains that a major theme in Lev Vygotsky's later research was concept formation or conceptual development in child development. States that Vygotsky argued that the acquisition of mature academic concepts forms the crowning achievement of adolescence. Argues that the view raises a number of criticisms. (CFR)