Theory Building (1997)

Page Contents

A      B      C      D      E      F      G      H      I      J      K      L      M      N      O      P      R      S      T      V      W      Y

A

Achilles, C. M. (1985). Building Principal Preparation Programs on Theory, Practice and Research. Tennessee Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. This paper advocates that principal preparation programs should be designed on traditional bases. By reviewing existing literature, this article suggests that exemplary principal preparation programs should be founded on a combination of research data, theory, and practice or craft knowledge, and that the contributions of each should be made explicit. In this way the exact blend of each of these three components will be known and can be manipulated as a means of program development and change. (JAM) ED308592

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Baber, C. R. (1995). Leaders of Color as Catalysts for Community Building in a Multicultural Society. Theory and Research in Social Education v23 n4 p342 54 Fall 1995. Presents a vision of multicultural education as a validating and inclusive process for non European ways of knowing. Classifies multicultural education as inclusionary, emancipatory, liberatory, critical, and transformative. Briefly gives examples of each and identifies leading advocates of these approaches. (MJP) UMI Report/ISSN: ISSN 0093 3104 EJ522281

Bailey, C. J. N. (1970). Building Rate Into a Dynamic Theory of Linguistic Description. Working Papers in Linguistics v2 n9 p161 233 Dec 1970. This study of linguistic change is done within the "dynamic paradigm" of linguistic description, in which the strict dichotomy between diachronic and synchronic linguistics found in "static paradigms" is not maintained. The chief purpose here is to indicate how rate could be built into a linguistic description of sound change, such change being here considered as "represented in the wave like spread of a given rule as it is borrowed from speaker to speaker." Two principal alterations to which a rule is subject in the process of spreading are considered: (1) it may become more general, i.e., simpler, increased generality resulting from the loss of environmental specifications for the operations of the rule; the fact that the rule operates in one environment earlier than in others can be viewed as a difference in the relative rate of the rule with respect to the different environments: 2) reweighting, where changes in the weight of features (in terms of markedness) influence rate of change. The first part of this paper presents the principles on which the study is based, formalizes the notion of rate, and presents evidence for reweighting. The second part considers linguistic and sociolinguistic algorithms for sound change. The final section deals briefly with the effects of overlapping waves of change from different origins. Not available in hard copy due to marginal legibility of original. (FWB) Available in microfiche only. EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Author, Department of Linguistics, University of Hawaii, Honolulu, Hawaii 96822 ED045970

Bain, L. L., & Jewett, A. A. E. (1987). Future Research and Theory Building. Journal of Teaching in Physical Education v6 n3 p346 62 Apr 1987. Directions are projected for future research and curriculum theory building, including investigation of the Purpose Process Curriculum Framework as a tool for physical education curricular decision making and theory building. (CB) EJ356290

Baker, Robert, F., & Others, A. (1980). An Application of Psychometric Procedures in the Non Psychological Doma Development of Dissemination System Scales Using Classical Test Theory and Rasch Scaling Techniques. North Carolina Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. A set of procedures were developed for evaluating the State Capacity Building Programs; (SCBP), state projects for increasing facilities for the dissemination of information related to education. Six scales were developed, based on questionnaire items, to evaluate the following six facets of state information dissemination systems: comprehensive resource bases; coordinated resource bases; comprehensive linkages; coordinated linkages; available linkages, products, and services; and institutionalization. Step one of the procedures was a content analysis of the resources used as indicants of position on the six scales. Step two was an assessment of the reliability, or homogeneity, of the scales. Step three was a process of finding the scale values of the indicants and the states, using Rasch model procedures. Data were applied to 29 states that joined the program in 3 successive years and 27 indicants. Indicants were classified in the following types: print based materials; exemplary program practices; instructional materials; and human resource files. Stages of development were awareness, adoption, implementation, and institutionalization. (Author/CTM) ED187748

Barth, R. P., & Others, A. (1989). A Skill Building Approach to Preventing Teenage Pregnancy. Theory into Practice v28 n3 p183 90 Sum 1989. This article describes an innovative program aimed at reducing the risk of pregnancy, explains the theoretical rationale that guides the content and instructional approach of the program, and offers evidence that the program can be implemented. The program is a pregnancy prevention skills approach, piloted in California. (IAH) UMI Report/ISSN: ISSN 0040 5841 EJ415815

Beland, A., & Mislevy, R. R. J. (1992). Probability Based Inference in a Domain of Proportional Reasoning Tasks. New Jersey Available in paper copy and microfiche. EDRS Price MF01/PC03 Plus Postage. Report/ISSN: ETS RR 92 15 ONR Contract no.: ONR N00014 88 K 0304; ONR N00014 91 J 4101. Probability based inference is described in the context of test theory for cognitive assessment. Its application is illustrated with an example concerning proportional reasoning. The statistical framework is that of inference networks. Ideas are demonstrated with data from a test of proportional reasoning based on work by G. Noelting (1980). The observed data are comparisons of mixtures of juice and water made by 448 subjects (ranging from fourth graders through college freshmen), and their explanations of the strategies by which they arrived at their answers. The cognitive framework builds on A. Beland's structural analysis of the task component relationships involved in their solution strategies. Seven tables present observation data and relationships, and 11 figures illustrate the analysis. A 52 item list of references is included. (SLD) ED343917

Bhola, H. S. (1976). Institutional Approaches to Innovation and Change (II): The Configurational Perspective on Institution Building. Institution building is considered as a process amenable to both explanation and design if a generic "grammar of artifactual action" is used. The Configurational Theory of Innovation Diffusion model (CLER) is introduced and used to demonstrate how the world of the institution builder could be ordered as part of such grammar for designing and implementing systems of action. The four variables of the CLER model configurational relationships, linkages, environment, and resources are used to develop general strategies for institution building. (Author/MLF) Available in paper copy and microfiche. EDRS Price MF01/PC03 Plus Postage. Grant No.: MUCIA csd 2958 17 ED122454

Bidell, T. R., & Others, A. (1986). Model Building: Toward a Constructivist Theory of Learning Mechanisms. Massachusetts Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. This paper outlines a constructivist theory of learning with a more concrete and specific approach to the types of problems addressed in Piaget's equilibration theory. Knowledge, in this constructivist view, results from the subject's transformational activity on the world and his/her real efforts to organize that activity. The first section introduces fundamental implications of the constructivist position which are considered necessary to models of learning mechanisms. Discussion focuses on (1) the construction of knowledge through reflection on praxis in relation to the real world; (2) the nature of the interactive relation between organism and environment; and (3) the person as the primary causal agent in the construction of knowledge. Expanding Piaget's biological metaphor in the direction of systems theory, the second section proposes a constructivist interpretation of the composition of mental models. The discussion leads to the specification of aspects of a mechanism of coordination resulting in the establishment of a new internal control structure in the individual by which actions are "crystallized" into meaning. The final section presents a model of the mechanism of change in representational capacities viewed as action based models. A three page list of references concludes the document. (RH) ED271203

Blau, S. (1993). Building Bridges between Literary Theory and the Teaching of Literature. Report Series 5.6. New York Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. Contract no.: R117G10015. A professional development model for teachers of literature (K 13) was conceived in the context of the current disjunctions between literary theory and pedagogical practices in the teaching of literature on the one hand, and a different set of disjunctions between teaching practices in literature and in composition on the other. Recent developments in Postmodernist or Poststructuralist theory have challenged and puzzled almost two generations of teachers schooled under the old New Critical paradigm. The development of the model was begun when a community of experienced English and language arts teachers representing all grades from elementary school through college collaborated through a National Endowment for the Humanities sponsored Literature Institute for Teachers to study a number of difficult literary texts. The institute demonstrated how powerfully the fundamental pedagogical principles that inform practice in writing programs apply to the teaching of literature. The participants were placed into reading groups as a means of resolving certain social and hermeneutical crises. Through techniques of believing and doubting, the competitive dynamics of argument were replaced by a dynamic of collaboration. Attempts were made to expand the repertoire of reading and teaching practices of the participants, especially those classified under the heading of re reading practices. Many other reading strategies were fostered among the teachers, such as ways of problematizing a reading, ways of fostering collaboration, and methods of building fluency for students. In short, the Institute demonstrated how contemporary theory can transform literature teaching practices in many compelling and useful ways. (Contains 42 references.) (HB) ED356472

Bloome, D. (1986). Building Literacy and the Classroom Community. Theory into Practice v25 n2 p71 76 Spr 1986. New conceptions of reading and writing emphasize the active role of the reader or writer in constructing meaning and the inherently social nature of reading and writing. This suggests that classrooms can be viewed as literate communities using reading and writing to accomplish classroom community goals. (MT) UMI EJ336837

Bogenschneider, K. (1996). An Ecological Risk/Protective Theory for Building Prevention Programs, Policies, and Community Capacity to Support Youth. Family Relations v45 n2 p127 38 Apr 1996. Proposes a risk/protective theoretical perspective grounded in ecological and developmental contextualist theories. Principles extrapolated from the theory are illustrated with the success of Wisconsin Youth Futures, a campus/community partnership that has built 18 community coalitions to promote positive youth development and prevent behavior problems. (Author) UMI Report/ISSN: ISSN 0197 6664 EJ527190

Brack, G., & Others, A. (1993). A Primer on Consultation Theory: Building a Flexible Worldview. Journal of Counseling and Development v71 n6 p619 28 Jul Aug 1993. Presents broad introduction to learning, gestalt, systems, organizational, psychoanalytic, and chaos theories of consultation. Demonstrates how consultant can map each of these theories onto consultation environment to produce unique perspective that each theory alone cannot provide. Describes each theory as to how it views and frames consultation problem and how interventions are based on these frames. (Author/NB) UMI Report/ISSN: ISSN 0748 9633 EJ468249

Brookfield, S. (1992). Developing Criteria for Formal Theory Building in Adult Education. Adult Education Quarterly v42 n2 p79 93 Win 1992. Types of criteria for the development of formal adult education theory are (1) epistemological (ways in which categories of knowledge are judged to be intellectually sound); (2) communicative (necessity for a theory to communicate tenets clearly to practitioners); and (3) critically analytic (way in which a theory invites scrutiny of its central propositions). (SK) UMI Report/ISSN: ISSN 0001 8481 EJ437125

Brun, J., K., E., Rhoads, A., & F., E. (1983). Nutrition Education Research: Strategies for Theory Building. Proceedings of the Nutrition Education Research Conference (Lincolnshire, Illinois, November 11 13, 1983). Illinois Available in microfiche only. EDRS Price MF01 Plus Postage. PC Not Available from EDRS. National Dairy Council, 6300 North River Road, Rosemont, IL 60018. The purpose of this conference was to provide a framework for improving the quality and increasing the quantity of nutrition education research. Emphasis was placed upon examining the research process from the standpoint of theory or model building. Presentations were made on: (1) "Nutrition Education Research Policy in Washington" (Luise Light); (2) "Nutrition Education Research: Perspectives and Directions" (Barbara Shannon and Susan Oace); (3) "Nutrition Education Research: Focus from Previous Conferences" (Laura Sims); (4) "Theory and Model Building" (Herbert Walberg); (5) "Toward a Framework for Theory Building in Nutrition Education Research" (Isobel Contento); (6) "Multimedia and Bicultural Approach to Nutrition Education" (Henry Breitrose); (7) "The Need for Bicultural and Multimedia Approaches" (Johanna Dwyer); (8) "The Functions of Theory" (Peter Miller); (9) "Food Preferences and Eating Patterns" (LeAnn Birch); (10) "Usefulness of Psychological Traditions for Theory Building" (Isobel Contento); (11) "Social Science Methodologies for Studying Parents' Perceptions of Children's Food Activities" (Audrey Maretzki); (12) "Planning and Evaluating Television Materials on Nutrition" (James Swinehart); and (12) "Studying the Role of Television for Nutrition Education" (Katherine Clancy). (JD) ED249197

Burger, R. H. (1992). Computer Assisted Theory Building in Library Technical Services: Toward a General Theory of Cataloging Backlog Dynamics. Library Resources and Technical Services v36 n4 p461 69 Oct 1992. Examines reasons for cataloging backlogs in libraries and describes a preliminary theory of backlog dynamics. Formulas for predicting backlogs are discussed, backlog models are explained, the use of computer simulation software to form models is described, and further research is suggested. (five references) (LRW) Report/ISSN: ISSN 0024 2527 EJ454639

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Casstevens, E. R. (1979). An Approach to Communication Model Building. Journal of Business Communication v16 n3 p31 40 Spr 1979. Suggests the expansion and refinement of the basic sender channel receiver communication model. Offers several designs, each highlighting a particular aspect of the communication process. Discusses the effects of environment and feedback on the message. (JMF) Reprint: UMI EJ213981

Clark, G., & Doheny Farina, S. (1990). Public Discourse and Personal Expression: A Case Study in Theory Building. Written Communication v7 n4 p456 81 Oct 1990. Recounts an earlier case analysis describing ethical differences in collectivist and individualistic rhetorics experienced by a writer in a literature seminar and a public relations office. Examines how this analysis is problemmatized by alternative interpretations demonstrating how collectivist rhetoric practiced by researchers involves the interaction of conflicting individualist assertions. (KEH) Report/ISSN: ISSN 0741 0883 EJ416297

Cole, N. S. (1988). The Role of Research in Building a Teaching Profession. Peabody Journal of Education v65 n3 p21 28 Spr 1988 (Published 1990). The educational community should adopt the goal of developing the intellectual potential of all students, especially the hard to teach. To do so will require a teaching force with considerable expertise. The needed knowledge must be developed through research and implemented effectively in teacher education. (IAH) UMI Report/ISSN: ISSN 0161 956X EJ415831

Cole, R. J. (1980). Teaching Experiments Integrating Theory and Design. Journal of Architectural Education v34 n2 p10 14 Win 1980. A comparative study was undertaken at the School of Architecture, University of British Columbia, to explore the effective teaching and integration of energy principles in design. Two methods were examined: the structure of a design studio, and a change in the emphasis of a theory course. (MLW) Reprint: UMI EJ247375

Conran, P. C., & Beauchamp, G. G. A. (1975). A Causal Model in Curriculum Research: An Aid to Theory Building. Educational Leadership 32 6 392 7. EJ125024

Cook, P. F., & Green, E. E. E. (1986). Supervision in Education: Developing Critical Interpersonal and Team Building Skills. Illinois School Research and Development v22 n3 p100 05 Spr 1986. Notes that effective educational leaders combine knowledge, technical expertise, and interpersonal skill. Justifies the time and effort required to develop interpersonal skills that facilitate collaboration between teachers and supervisors. Suggests that Theory Z management principles and behavior modeling methods have much to offer to the development of important leadership skills. (HTH) EJ334154

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Daniel, P. T. K. (1981). Theory Building in Black Studies. Black Scholar v12 n3 p29 36 May Jun 1981. Analyzes and criticizes attempts to establish theoretical underpinnings for the field of black studies. Presents postulates aimed toward substantive theory building. Reprint: UMI EJ250627

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Edwards, P. A. (1992). Involving Parents in Building Reading Instruction for African American Children. Theory into Practice v31 n4 p350 59 Fall 1992. Examines characteristics of successful book reading programs for low income African American children and parents to encourage literacy. The paper focuses on the Parents as Partners in Reading program which encouraged and guided parents in specific, appropriate ways to assist in their children's development and learning. (SM) UMI Report/ISSN: ISSN 0040 5841 EJ456610

Emig, J. A., Parker, R., & P., J. (1976). Responding to Student Writing: Building a Theory of the Evaluating Process. This paper presents a theory of individual differences in teachers' evaluation of student composition, which is based on the notion that certain formulations of writers in various disciplines such as literary criticism, philosophy, and psychology can provide a basis for understanding. Sources tapped include, among others, the following titles: Meyer Abrams' "The Mirror and the Lamp" (literary analysis), John Dewey's "Art as Experience" and Michael Polanyi's "The Tacit Dimension" (philosophy), George Kelley's "A Theory of Personality" (psychology), and Jean Piaget's "Structuralism" (interdisciplinary). A nine item questionnaire is included that is designed to promote teachers' awareness of their values and attitudes which influence the evaluation of student writing. Teaching, particularly responding to student writing, is therefore viewed as dependent on the ability to respond to self, to others, and to natural and human made phenomena. (KS) Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. ED136257

Epstein, R. (1975). Incorporating Recent Political Theory into the Social Studies Curriculum. Social Studies 66 2 51 3. An outline of a unit used to teach the political science concept of model building to both average and above average high school students is provided. (DE) EJ113379

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Fales, A. (1969). Theory Building Seminar, May 21 25, 1969. This workshop was undertaken to exchange, through face to face interaction, theoretical formulations on adult education and the social sciences; and to provide adult educators with opportunities to learn more about theory building principles and strategies. Papers for the first day discussed research dissemination and utilization, measurement of participation, interrelationships between theory and practice, and concepts in extension education. Other papers dealt with principles of adult learning, organizational structures and changes, kinds of theories and resources, adult learning projects, interactions between people and materials in instructional situations, margin theory (pertaining to the adequacy of an adult's intellectual resources for maintaining autonomy), and an approach to model building based on the elements of family, community, work institution, ego or personality, and one's physical being. A summary discussion was held to evaluate the workshop and to decide whether to schedule another such meeting. (Appendixes include seminar participants and 20 references. Appendix A removed because of poor reproducibility.) (ly) Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. ED034928

Finlay, J. (1977). Building a S.N.O.W. Curriculum Web. Elements: Translating Theory into Practice 8 3 5. One effective way of integrating the real world of winter into classroom learning is to plan a web or non linear approach to unit development. In a practical example involving two grade five classes, students and their teacher investigate ideas on ways and topics to study winter. (Author/RK) EJ163477

Flower, L. (1989). Cognition, Context, and Theory Building. College Composition and Communication v40 n3 p282 311 Oct 1989. Argues that an integrated vision of the composition process is needed to explain how context cues cognition, which in turn mediates and interprets the particular world that context provides. Explores some ways that observational research might be used to create a well supported, theoretical understanding of the composition process. (RS) UMI EJ397626

Flower, L. (1989). Cognition, Context, and Theory Building. Occasional Paper No. 11. California Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. This paper explores some ways research can be used to create a more integrated theoretical understanding of the interaction between individual cognition and social/cultural context as the motive force in literate acts. Drawing on data from recent research on writing, the paper proposes three principles that inform a more complicated interaction and suggests that both cognition and context may in a sense construct one another. The principles the paper proposes are: (1) that cultural and social context can provide direct cues to cognition; (2) that context is always mediated by the cognition of the individual writer; and (3) that the bounded purposes that emerge from this process are highly constrained but at the same time meaningful, creative constructs. Addressing the issue of developing an interactive theory, the paper investigates the need for a broader vision of research as a tool for building contextualized and integrated theories of writing, and focuses on a particular route to theory building, suggesting reasons why observation based research is the preferred route. Fifty three references are attached. (KEH) ED313698

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Gabel, M., & Others, A. (1985). Regenerating America: Meeting the Challenge of Building Local Economies. Pennsylvania Available in paper copy and microfiche. EDRS Price MF01/PC03 Plus Postage. Rodale Press, Inc., 33 E. Minor St., Emmaus, PA 18049. The document includes five papers on the implications and applications of regeneration by the Regeneration Project, based in Emmaus, Pa. The first paper, "Regenerating America: Meeting the Challenge of Building Local Economies," (Medard Gabel) defines regeneration as economic recovery and growth, fostered by diversification within a local economy. The paper details the project's seven step method for building or regenerating a local economy. The second paper, "The Nature of Regeneration: The Evolution of a Concept," (Ron Shegda, Gabel) offers philosophical background for the economic theory, borrowing terms from various disciplines. The paper also discusses the holistic thinking behind regeneration. The third paper, "The Regeneration Center: A Vortex for Local Economic Development," (Gabel) discusses plans for a center that would produce research, marketing surveys and perform outreach, networking, education, and business incubation. The paper also discusses financing and personnel for the center. The fourth paper, "Tools for Regeneration: Beyond the Bottom Line," (Ellen Pahl, Gabel) discusses work for evaluating and initiating local economic regeneration. The tools for such work include indexes, inventories, and market searches. The work should reach beyond "narrow economic concerns" to tie a local economy into natural systems, use of free time, and the creativity of local people. The last paper, "The Need for Pioneer Enterprises in Regeneration Zones," (Robert Rodale) supports the need for regeneration projects, especially in agriculture. The document includes charts, tables, a glossary of terms, and a list of regeneration project products. (TES) ED299096

Goddard, H. W., & Miller, B. B. C. (1990). A Parenting Program with Attributional Insights and Its Effects on the Parent Adolescent Relationship. Alabama Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. This paper discusses the Building Strong Families parenting program, which combines findings from recent attribution research with traditional ideas. Attribution is defined as the process by which people assign cause to behavior. The role of expectancy in attribution and the role of attribution in the relationship between parent and child are discussed. The program's attributional premises concerning parents' attitudes to their children are listed. The program consists of five sessions for parents. These sessions concern: (1) the power of perception; (2) bias blockages; (3) communication; (4) good governance; and (5) family lifestyle by design. The program was evaluated by pre and post test questionnaires for parents and children. Children of parents in the program indicated greater change in parental behavior during the test period than did children of control parents. Sample information sheets from the program sessions and a list of references are included. (BC) ED332787

Goldsmith, S. S. (1995). Beyond Restructuring: Building a University for the 21st Century. ASHE Annual Meeting Paper. California Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. This ethnographic study of the creation of a new public university, California State University, Monterey Bay (CSUMB), highlighted the struggle of the founders to build a collective identity based on a distinctive vision for the 21st century. The original plan envisioned a model pluralistic academic community with a culture of innovation that included a mission to serve historically under educated and low income populations, a commitment to multi lingual and multi cultural values, instructional innovation, and collaborative administration. Using participant observation, formal and informal interviewing, and content analysis, the study began with systematic collection of documents related to the founding of CSUMB in March of 1993, attendance at meetings at the planning office in 1993 and 1994, and appointment of the researcher to a post at CSUMB as visiting scholar. The focus of data collection and analysis was on how people transformed values into organizational realities. Analysis of the process unfolding at CSUMB found that the process resembled a dramatic play: first a period devoted to setting the stage, next a prologue, then Act 1 as key players and the growing cast of characters share the excitement of coming together for opening in the fall of 1995, followed by Act 2 and a sense of fragmentation as traditional patterns confront the CSUMB vision of non hierarchical organization. The process of culture formation at CSUMB appeared to be a dynamic and fluid struggle to identify, acknowledge, define, and solve problems. An appendix contains a copy of the CSUMB vision statement. (Contains 65 references.) (JB) ED391427

Griffith, K. (1992). A Community of Composition Theorists and Researchers: Collaborative Research and Theory Building in an Advanced Composition Course. Ohio Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. An advanced composition curriculum was designed for a class of 20 juniors and seniors, and because of the constraints of a university grant with which it was associated, the majority of assignments had to be collaborative. The subject of investigation was composition. That is, the students were challenged to do what composition researchers and theorists do: investigate the nature of written discourse and build theories from the investigation. The course began with individual students writing their own case histories which discussed how the student actually goes about composing a text. Next, after being assigned to groups, the students read and discussed the papers and began their collaborative research. A great deal of self reflexiveness is built into this model, since students must investigate a crucial component of their intellectual development. Furthermore, students must engage in dialogue about language and must write about writing; consequently, they are immersed in a high level of metalanguage. Students' findings indicate: (1) that no consistent composing process is employed by any of the students, and whatever process is employed is inextricably tied to its efficacy in attaining an acceptable grade; (2) that many continue to procrastinate and rely on "all nighters" at the computer; and (3) that there is a correlation between interest in the course and the amount of effort expended in writing. The value of collaborative research on composition is threefold: (1) having students investigate their writing practices provides context for the advanced composition course; (2) by placing their work in the context of research students share the authority for creating knowledge; and (3) through engaging in a process of "reflective practice" students are examining their discourse from a heightened perspective, and hopefully using their research as an impetus for change. (HB) ED345233

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Hagen, J. L., & Davis, L. L. V. (1992). Working with Women: Building a Policy and Practice Agenda. Social Work v37 n6 p495 502 Nov 1992. Outlines key social policy issues facing women and examines implications for social work practice. Argues that systematic analysis of interconnections between social policy issues and social work practice with women is critical foundation for social work practice. Uses framework built on concepts of role equity and role change to examine social policy and social work practice issues. (Author/NB) UMI Report/ISSN: ISSN 0037 8046 EJ482880

Haladyna, T., & Roid, G. (1981). A Comparison of Two Item Selection Procedures for Building Criterion Referenced Tests. Oregon Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. Two approaches to criterion referenced test construction are compared. Classical test theory is based on the practice of random sampling from a well defined domain of test items; latent trait theory suggests that the difficulty of the items should be matched to the achievement level of the student. In addition to these two methods of test construction, the independent variables of the study were test length and type of criterion referenced test data, varying in sensitivity to instruction. The dependent variables of the study included two indices of the amount of measurement error present in a set of test scores. The results were consistent across four data sets. Tests created by selecting appropriate difficulty levels for students based on the Rasch model yielded smaller errors of measurement than tests which were created by randomly sampling items. This study also indicated that the relationship between measurement error and test length is a curvilinear function with the greatest decrease in error ocurring between 10 and 20 item tests. (BW) ED205546

Hart, R. P. (1974). Theory Building and Rhetorical Criticism. Theory building in any field of inquiry is essential and utilitarian. This paper argues two points: that a concern for theory could redirect some of our typical approaches to rhetorical criticism; and that generic criticism must, by its nature, fully respond to this call for theory building. Four important areas of rhetorical criticism are discussed: (1) what we choose to study in general, (2) what we choose to study in particular, (3) how we choose to study such things, and (4) what we might do with the results. The ways in which rhetorical genres or speech types are conceptualized and dealt with critically will profoundly affect the value of the resulting theory. Three approaches to rhetorical genres which are available are space time setting, rhetorical purpose, and ideational thrust. It is concluded that if the theory based posture were used, it would be possible for rhetorical critics to describe suasive message extensively enough so that intelligent hypotheses would emerge, eventually lend themselves to experimental verification or rejection, and later to theoretical enlargement. (RS) Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. ED099940

Hazareesingh, Nedra, E., Livingston, & Jean, E. (1988). Early Education: Building Bridges to the Future. Proceedings of the Annual Conference on Early Childhood Education (8th, Duluth, Minnesota, September 30 and October 1, 1988). Minnesota Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. This collection contains the keynote address and several presentations that were delivered at a University of Minnesota conference on issues in early childhood education. Keynote speaker Rheta DeVries discussed three tasks facing the educator who is learning to be a constructivist teacher: understanding the nature of the child's mind; overcoming four empiricist ideas about teaching and learning; and completing four phases in movement toward the practice of constructivist education. Sectional presentations concerned: (1) developing an understanding of artistic works through art education during early childhood; (2) planning for play; (3) rearing competent children by applying developmental concepts; (4) teaching young children concepts in fire prevention, evasion, and safety; (5) using books in the classroom; (6) using community based screening in early childhood in public schools, preschools, and child care programs; (7) using a Piagetian approach to mathematics with manipulatives; and (8) coping with disability by means of identification of positive contributions made by disabled persons, an informal support network, mixed support from professionals, and limited expectations for the future. Citations accompanying the presentations number 80. Mailing addresses of presenters are provided. (RH) ED327290

Hedden, S. K. (1990). What Have We Learned about Building Student Interest? Music Educators Journal v77 n4 p33 37 Dec 1990. Reviews research results describing students' learning experiences and effective teaching methods. Addresses topics of music selection, influencing student preferences, and developing student perception and descriptive skills. Includes a 26 item bibliography of these studies. (NL) UMI Report/ISSN: ISSN 0027 4321 EJ427826

Henchey, N. (1996). Building CERIS: The Creation of the Canadian Education Research and Information System Brings Us a New Much Needed Tool for Linking Research, Policy and Practice. Education Canada v36 n4 p12 15 Win 1996. Describes planning and development of the Canadian Education Research and Information System, a set of Internet based interactive services providing information on education and educational research in Canada that will be operational in mid 1997. Current planning involves creating content in five thematic areas, designing technology, and preparing a permanent structure and basis for funding. (SV) Report/ISSN: ISSN 0013 1253 EJ538180

Hildebrand, V. (1974). "Two Heads Are Better Than One": Building Human Resources. Education 94 3 279 81. Article supports the concept of exchange of human resources indicating with examples how the giver as well as the receiver is strengthened in the exchange process. (Editor) EJ098776

Hollis, K. (1988). Building a Context for Critical Literacy: Student Writers as Critical Theorists. Writing Instructor v7 n3 4 p122 30 Spr Sum 1988. Advocates an adaptation of Raymond Geuss's critical methodology to help students become critical theorists in the composition classroom. (MM) EJ373271

House, E. R. (1979). Evaluation Theory Building. Studies in Educational Evaluation v5 n2 p149 50 1979. Evaluation theory building is described as depending on intellectual tradition and on thorough knowledge of the work that has been done recently in evaluation projects. (CTM) Reprint: UMI EJ211909

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Ihinger Tallman, M. (1986). Member Adjustment in Single Parent Families: Theory Building. Family Relations v35 n1 p215 21 Jan 1986. Presents a strategy for theory building about adjustment in single parent families. Theory components, predictor variables, propositions, and influences are cited. (BL) UMI EJ332651

Inskeep, J., & E., J. (1972). Building a Case for the Application of Piaget's Theory and Research in the Classroom. Arithmetic Teacher 19 4 255 260. EJ057921

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Janesick, V. J. (1982). Constructing Grounded Theory: Reflections on a Case Study of a Professor of Architectural Design. Studies in Art Education v24 n1 p16 24 Fall 1982. Discusses a case study describing the philosophy of teaching design to architecture students as practiced by one professor. A model of his architectural design curriculum emerged. Three issues arose: constructing theory from data grounded in experience, posing appropriate research questions, and understanding the roots of ethnographic inquiry. (Author/CS) UMI EJ290664

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Kahne, J., & Westheimer, J. (1992). Building Community: A Model for Teacher Education and Staff Development. California Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. This essay addresses the use of experience based teacher education and staff development to foster strong school communities. An evaluation of an innovative course sequence for prospective teachers at Stanford University (California), the Experiential Curricula Project, is discussed. Particular focus is on the program's ability to foster community both among students and among students and teachers in an urban multicultural setting. Current reform strategies intended to promote teacher and school community include site based management, magnet programs, school within a school programs, and restructuring. These reform efforts met with limited success in creating a strong community in schools because of three obstacles: (1) organizational efforts do not provide teachers with experiences on which to draw; (2) organizational efforts do not provide teachers with the pedagogical techniques or the curricular orientation necessary to foster community in schools; and (3) organizational efforts emphasize the instrumental rather than intrinsic value of community. Experience based teacher training and staff development gives participants a positive community experience and equips them with the pedagogical and curricular tools needed adequately to foster community among students. (LL) ED346074

Kenney, K. (1995). Building Alliances: Photojournalism Educators and Members of NPPA. South Carolina Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. . Alliances between members of the visual communication division of the Association for Journalism and Mass Communication (AEJMC) and the National Press Photographers Association (NPPA) can be strengthened without sacrificing the basic liberal arts principles promoted by R. O. Blanchard and W. G. Christ in their book "Media Education and the Liberal Arts." For example, a new journal, "Visual Communication Quarterly," seeks to increase interest among both professionals and scholars and helps to build alliances that benefit all parties, photojournalism educators, students, and practitioners. "Visual Communication Quarterly" was launched for several reasons, but one reason was to increase the flow of information from photojournalism educators to practitioners, since no journal was fulfilling that role exactly. Two potential problems that faced the founders of this journal were: (1) obtaining funding; and (2) finding a sufficient supply of quality research. The first problem was solved when the editors of "News Photographer" agreed to absorb the costs and bind the journal as an insert in their magazine. The second problem did not seem formidable, but in fact finding quality articles is no small task. To address this problem, only 9 articles will appear in each of the 1995 issues instead of 12, though the overall length of the journal will not change. (Includes 13 notes.) (TB) ED388974

Killion, J. P., & Todnem, G. G. R. (1991). A Process for Personal Theory Building. Educational Leadership v48 n6 p14 16 Mar 1991. Reflection is the practice of analyzing our actions, decisions, or products by focusing on the process for achieving them. This article describes three types of reflection (reflection on action, reflection in action, and reflection for action) and a workshop that helps teachers gain insight into beneficial teaching and learning practices. (MLH) UMI Report/ISSN: ISSN 0013 1784 EJ422847

Kobayashi, F. (1976). Education in Building Chinese Socialism: Theory and Reality in the Transitional Period. IDE Special Paper No. 1. The booklet discusses educational problems in China after the 1949 Revolution and describes policies of the Chinese Communist Party to counteract those problems. Examining the educational problems in the context of the sociocultural environment, the booklet identifies major problems as low levels of productivity, limited educational resources, and a high rate of illiteracy. The Chinese Communist Party based the educational and cultural reforms of the First Five Year Plan (1953 8) on the philosophies of Mao Tse Tung. The educational program consisted of two parts: first, improving the school system and, second, broadening educational opportunities to change the class composition of the educated. Instead of conceiving of education as compulsory schooling, the Party approached education as a sociopolitical movement to change traditional attitudes towards education. The Party adopted various institutional forms of learning (agricultural schools, literacy schools for peasants, regional schools of higher education) to accomplish "what is possible" in "any way possible" by "whomsoever is capable." The conclusion is that educational policies and methods adopted by the Chinese Communist Party have succeeded in alleviating illiteracy, improving economic productivity, and increasing interaction between party members and the masses. (Author/DB) Available in microfiche only. EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Maruzen Co., Ltd., P.O. Box 5050, Tokyo International 100 31, Japan ($1.50 paperbound) ED150034

Koetting, J. R., & Januszewski, A. (1991). Theory Building and Educational Technology: Foundations for Reconceptualization. Proceedings of Selected Research Presentations at the Annual Convention of the Association for Educational Communications and Technology; see IR 015 132. Florida Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. This discussion of the contested/problematic concept (i.e., words that are open to debate and discussion as to their meaning) focuses on the notion of theory as one example in educational technology. Arguing that the notions of contested and problematic suggest debate, re interpretation, and the need for dialogue with others to establish meaning, this paper suggests that through the diversity of understandings of this concept, new language can be used to talk about the work of educational technologists. It is expected that this new language, in turn, will open new possibilities for dialogue and praxis in the field of educational technology. The discussion begins by addressing the question of why theory is used. Distinctions are made between empirical analytic sciences, the historical hermeneutic sciences, and the critical sciences. The word theory is then discussed in the context of the field of educational technology, and it is noted that the Association for Educational Communications and Technology (AECT) definition of educational technology (1977) endorses the empirical analytic approach, a descriptive theory concerned with prediction and control. Nagel's fourth sense of theory as a systematic analysis of a set of related concepts (1969) is seen as promising for this discussion, since theory in this sense becomes both a conceptual analysis of a given word and a normative statement of its use. It is argued that theory interpreted in this fashion becomes the grounding of new understanding and the potential for change. It is concluded that the limitations of the prediction/control cycle can be broken through hermeneutical and critical inquiry, giving the field a radically different language and conceptual basis from which to work. (6 references) (BBM) ED334991

Kucer, S. B. (1981). Using Text Comprehension as a Metaphor for Understanding Text Production: Building Bridges between Reading and Writing. Indiana Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. Drawing upon reading and text comprehension theories and the sociolinguistic studies of M. A. K. Halliday and R. Hasan, this paper builds theoretical links between the reading and writing processes. The major portion of the paper discusses the five language concepts that undergird both processes: (1) text processing in both reading and writing results in knowledge acquisition, integration, and use, as the reader or writer seeks and activates relevant schemata; (2) text processing is preceded and directed by the language user's understanding of the context of situation in which the processing occurs; (3) the reader or writer employs cognitive and linguistic information processing strategies when creating meanings in or from text; (4) text processing and comprehension are guided by a central limited capacity processor that monitors and allocates the resources of the system, synthesizes the data being processed, and keeps account of the alternative meanings and structures until such time that one is selected for realization; and (5) the processing of text is guided by the previous discourse processed and the current cognitive text worlds that have resulted from, as well as guided, such processing. (Figures illustrating the text are included.) (FL) ED211947

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Langford, K. (1969). Building a Sight Vocabulary Using Learning Theory. Reading Teacher 23 15 16. EJ009888

Lantolf, J. P. (1996). Review Article. SLA Theory Building: "Letting All the Flowers Bloom]". Language Learning v46 n4 p713 49 Dec 1996. Presents a postmodernist critical analysis of the second language acquisition (SLA) theory building literature as primarily represented in the writings of Beretta, Crookes, Eubank, Gregg, Long, and Schumann. Argues that there is no foundational reason to grant privileged status to the modernist view of SLA espoused by these scholars. (67 references) (Author/CK) Report/ISSN: ISSN 0023 8333 EJ541150

Liang, C. C., & Others, A. (1996). The Reality of Corporate Education. Proceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. Taiwan Available in paper copy and microfiche. 6 EDRS Price MF01/PC01 Plus Postage. This study examines the gap between instructional development (ID) theory and practice, then proposes a conceptual framework to illuminate how expert ID practitioners work in the corporate world. Historically, the bulk of instructional development research has focused on model building: identifying critical ID component tasks and organizing and following them in a logical, linear sequence. This strict step by step procedure does not reflect the ID process as practiced in the field. Only recently has formal research begun addressing the critical issue of weighing and prioritizing ID tasks, the crucial decision making processes involved, making judgments concerning quality of decisions, as well as the social, political, and cultural influences in corporate education. The context sensitive approach, as opposed to the classical, mechanistic mode, will accelerate the development of a coherent set of ID theories and practices. The conceptual framework describing how expert ID practitioners work in corporate reality consists of five major themes: (1) cultural context; (2) situation analysis and synthesis; (3) client and other stakeholders; (4) performance capacities (capacity analysis and professional ethics); and (5) competitive advantages (business strategy, professional conduct, and changing roles). (Contains 14 references.) (Author/SWC) ED397814

Lieberman, A. (1992). The Meaning of Scholarly Activity and the Building of Community. Educational Researcher v21 n6 p5 12 Aug Sep 1992. Explores the relationship between educational theory and practice by describing the following three categories in an expanded view of scholarly activity in education: (1) studying school improvement programs; (2) creating new ways of taking action on new knowledge; and (3) building new collaborative structures between schools and universities. (SLD) UMI Report/ISSN: ISSN 0013 189X EJ464888

Lieberman, A. (1993). The Meaning of Scholarly Activity and the Building of Community. Equity and Choice v10 n1 p4 10 Fall 1993. Presents three categories of an expanded view of scholarly activity in education: (1) studying programs and school cultures to better understand and describe the impact of practice; (2) creating new frames and strategies for taking action; and (3) transforming research and practice through collaboration between schools and universities. (SLD) Report/ISSN: ISSN 0882 3863 EJ476912

Llorente, J. C. (1996). Problem Solving and Constitution of Knowledge at Work. Research Bulletin 92. Finland Available in paper copy and microfiche. EDRS Price MF01/PC12 Plus Postage. Report/ISSN: ISBN 951 45 7278 5; ISSN 0359 5749. A study examined the strategies and processes used by a sample of 33 Argentinean adults with little school experience to solve problems and acquire knowledge at work. A Piagetian methodological approach was used to observe adults in building, rural, and domestic work settings and to analyze empirical data regarding their behavior in task oriented problem situations as a particular mode of knowledge constitution and their application of that knowledge in everyday work related tasks. The constituents of the task oriented situations studied were analyzed in relation to the social constraints emerging during the problem solving procedure. The nature of cognitive activity in everyday situations was illustrated through case studies demonstrating the interactive and constructive nature of everyday knowledge. It was concluded that the processes by which individuals with relatively little education acquire knowledge are not very different from those used by educated people. An interpretive framework was presented for studying everyday activities as education related issues. It was recommended that the potential of low literate adults be used as a starting point for educational intervention. (Contains 135 references. Appended is information regarding the following: sample, work practices, study questions, latest interview, adults in the schooling situation, and interview profiles.) (MN) ED394037

Low, S. M. (1982). Professional Culture: The Boundary Between Theory and Practice in Design. Revised Draft. Pennsylvania Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. This paper describes two research projects in the anthropology of landscape architecture design which show that "professional culture" restrictions often prevent anthropologists from putting their theories into practice. The first research project grew out of the author's assumption that landscape architecture students were not producing socially relevant designs because the information they had about the users was incorrect or inaccurate. The author analyzed the processes used by architecture students who had to define for the residents of a local urban neighborhood how an abandoned park could be revitalized to meet their needs. The students did not produce designs for a park that the community would like. The reason was not inadequate data, however, but the professionalization of the student. The qualitative methods of anthropology created a cultural description of what the community desired. The students, however, used books of landscape requirements and asked their faculty for assistance in developing their design. In the second research project the author did a content analysis of the journal "Landscape Architecture" to determine the dimensions of professional culture as a barrier to the integration of theory and practice. Journals from every fifth year from 1910 to the present were evaluated. The data did not describe a linear development of the field as expected. Instead the author found a congruence and interlocking of macro societal processes and the development of the landscape architecture profession. The author concludes that as anthropologists move toward an increasingly active role among the applied social sciences, they must look for a metalevel of analysis that will aid them in their role as social and cultural translators. (RM) ED219290

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MacGregor, R. M. (1972). A Message from the Fuji Pavilion: Implications for Education. Elements: Translating Theory Into Practice 3 7 3. The Fuji Group's inflated structure (20 large circular pipes of rubberized canvas spanning a circular concrete base) may be the message for future school building. (Author/MB) EJ055906

Mamchur, C. (1989). "Ship Building C+": A Look at Teacher Evaluation in Secondary English Classrooms (Theory into Practice). English Quarterly v21 n4 p264 75 1989. Compares the teaching of writing to shipbuilding, where no craftsman would be expected to teach and evaluate shipbuilding had he never built a ship. Maintains that writing teachers must be writers. Describes seven essential writing skills which are also the basis for both instructional strategies and evaluation practices. (SR) EJ390460

Marino, J. L., & Others, A. (1983). Building Schema through Writing: The Effects of Writing as a Pre Reading Activity on Delayed Recall of Narrative Text. New York Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. Drawing upon research on the composing process and schema theory, a study explored the effects of a generative writing task presented prior to reading on the delayed recall of fourth grade students. The purpose of the study was to determine if a writing task that required the learner to identify with events in a text to be read later would assist in building a cognitive framework into which text content could be assimilated. Subjects were all fourth grade students in a suburban school in the eastern United States. The two classes in the experimental treatment were asked to read a statement inviting them to pretend they were living in a particular historical setting and then write a letter to their grandparents describing the experience. They were not told of the related reading assignment to follow. The two control classes were asked to write a description of an event that had really happened that might be of interest to others. All students read the same passage, and all were told to remember as much of it as they could for the recall test the following day. Results showed that students exposed to the generative writing task recalled significantly more of the subsequent reading assignment than did those who wrote the unrelated narrative. In addition, lower achieving experimental group students scored significantly higher on the recall test than did their control group counterparts. (Stimulus materials are appended.) (FL) ED235497

Marshall, H. H. (1987). Building a Learning Orientation. Theory into Practice v26 n1 p8 14 Win 1987. Teaching strategies used in fifth grade classrooms which illustrate three teacher orientations learning, work, and a lack of work or learning orientation are described. Six interrelated strategies that support the orientation include: framing lessons; attention focus and redirection; treatment of errors; responsibility for learning and evaluation; expectations and standards; and management. (CB) UMI EJ350091

Martorella, P. H. (1991). Consensus Building among Social Educators; A Delphi Study. Theory and Research in Social Education v19 n1 p83 94 Win 1991. Presents a three phase study that sought consensus among social educators on curriculum goals, major problems, and research questions in social studies education. Describes use of the Delphi technique in testing the impact of structured feedback on assigning priorities and degree of consensus cohesiveness. Discusses the purposes and results of the project. (CH) UMI Report/ISSN: ISSN 0093 3104 EJ433687

McCord, J. (1985). A Longitudinal Approach to Building Theory for Studying Socialization. California Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. Theories of socialization have developed independently of established facts against which to measure their adequacy. Studies showing low levels of skin conductance and slow latency of response among criminals have supported a bio social theory that criminals inherit neurological systems that impede reduction of fear and interfere with learning. Before this theory can be accepted, several issues must be considered, including the heritability of physiological response differences, the assumption that learning requires fear, the relationship between measured autonomic system responses and the attributed emotions, and the temporal order between slow autonomic responses and punitive social experiences among criminals. Social Learning Theory asserts that socialization involves using approval as a reward and disapproval or physical pain as punishment. In contrast, the Opponent process Theory suggests conditions under which punishment and reward operate in opposition to what has been considered their typical reinforcement valences. It is important to know how people learn to view things as rewards or punishments. Both Differential Association Theory and Labelling Theory focus on the interface between social phenomena and individual perceptions, but more research is needed to establish facts against which to test these theories. Because knowledge about the sequence of events will be crucial to understanding causal relationships, data must be gathered from longitudinal studies. (NRB) ED262345

McElreath, M. P. (1979). Theory Building in Public Relations: Going Beyond Upon Systems Models. Maryland Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. Two studies were undertaken to obtain information about the communication behavior of older and newer organizations. In the first study, data were collected from 216 organizations in the Washington, D.C./Baltimore, Maryland, area that had designated public relations specialists. Among other factors, data were collected on the frequency with which certain public relations activities were performed and the age of the organization. The second study sought similar data from 20 of the top 50 private and quasiprivate organizations in the same area. The year of the organization's founding was used to cluster the organizations into those which were older (dating to the turn of the century) and those newer (dating no further back than 1930). Results indicated that older organizations more often produced an employee publication, wrote more press releases, spent more time maintaining contacts with the media, and engaged in more formal and informal research and evaluation than did newer firms. These findings support the notion that organizations evolve over time into more sophisticated information processing systems. (DF) ED173835

McGaan, L. (1973). Grounded Research: Building Communication Theory for Communication Practice. If the justification for the existence of an area of study called organizational communication is that communication scholars have something to say to people in organizations, then researchers in the field must be able to take their knowledge into the work a day world and make themselves understood to people who are not social scientists. While the normative paradigm is commonly used in the field of organizational communication, it is less than adequate for the purposes of knowing a situation in its own terms with its own meanings. A grounded theoretical approach supplies an alternative to the normative and is compatible with many techniques of research. The normative paradigm and logico deductive methods depend primarily on causal explanations and do not account for intentions, meanings, and goals. Grounded research, with an orientative toward situational meanings, is more likely to be able to account for results in the situation that is unique to an organization's goals. (RB) Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. ED095602

Merriam, S. B. (1987). Adult Learning and Theory Building: A Review. Adult Education Quarterly v37 n4 p187 98 Sum 1987. Assesses the state of the art of theory building efforts in adult learning. Theories are divided into three categories: (1) those based on adult learner characteristics, (2) those emphasizing the adult's life situation, and (3) those focusing upon consciousness changes. Common components are identified. (Author/CH) UMI EJ353466

Miller, P. S. (1992). Linking Theory to Intervention Practices with Preschoolers and Their Families: Building Program Integrity. Journal of Early Intervention v15 n4 p315 25 Fall 1992. This paper reviews literature on the application of developmental and learning theories to program development and outcome evaluation in early childhood special education (ECSE), and reports on a survey which indicated that ECSE professionals (n=169) knew little about theoretical underpinnings of curriculum implementation. (Author/JDD) Report/ISSN: ISSN 0885 3460 EJ444431

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Natalicio, L. F. S., & Kidd, R. R. V. (1971). Experimental Methodology and Theory Building in Mathematical Psychology. Psychological Reports 28 1 43 54. Reviews research concerning the contributions of mathematical models, concept learning studies and studies in individual differences to experimental methodology in psychology. Includes implications, problems, and basic issues. (MB) EJ038457

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Ochs, E., & Others, A. (1992). Storytelling as a Theory Building Activity. Discourse Processes v15 n1 p37 72 Jan Mar 1992. Examines the activity of storytelling at dinnertime in English speaking, Caucasian American families. Demonstrates that, through the process of story conarration, family members draw upon and stimulate critical social, cognitive, and linguistic skills that underlie scientific and other scholarly discourse. (SR) Report/ISSN: ISSN 0163 853X EJ444266

Odi, A. (1982). Creative Research and Theory Building in Library and Information Sciences. College and Research Libraries v43 n4 p312 19 Jul 1982. This critique of prevalent conceptual methodologies in research in library administration examines the current research methodologies, relates them to the positivistic orientation of some social scientists, indicates why they are inappropriate, and suggests how research in library administration can be made more meaningful and relevant. Twenty four references are cited. (Author/EJS) Reprint: UMI EJ268671

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Parsons, G. M. (1988). Theory Building in Technical Communications: Instrumental Effectiveness versus Speculative Questing. Nebraska Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. This paper attempts to trace a line of theory development in technical communication from Dwight Stevenson's 1977 call for "instrumental effectiveness" in theoretical inquiries, based upon careful inductive research methods, to later examples of more speculative and inadequately documented theories about what constitutes the field's intellectual domain. While acknowledging the importance of interdisciplinary inquiry, the paper critiques some inquiry approaches for: (1) an excessive deviation from necessary traditional constraints on the field's legitimate inquiry domain, and for (2) an excessive reliance on composition studies theory for specific intellectual guidance. The paper argues for a restoration of more field appropriate theory building as articulated by Stevenson, Anderson et al.; one based upon the constraints of inductive evidence and instrumental effectiveness. Twenty seven notes are included. (Author/PRA) ED333448

Parsons, T. (1970). On Building Social System Theory: A Personal History. Daedalus 99 4 826 881. He discusses the development of a pattern variable scheme as a theoretical framwork for the analysis of social systems, social action in general, personalities, and of cultural systems. His primary intellectual role models are: Weber, Durkheim, and Freud. (SE) EJ027515

Pastorello, T. (1978). Time as a Basic Concept for Theory Building in Social Gerontology. New York Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. Grant No.: 90 A 1054/02. A typology of time related concepts is put forth as a step toward the building of comprehensive theory in aging. The concepts derive from statistics (age, cohort, period effects), the theoretical writings of Sorokin (life course role sequences, durations and rates), the writings of Riley (on the synchronization of life course socialization and role allocation processes) and the life cycle planning literature (the use of time over the life course in the areas of education, work and leisure). The utility of the typology for resolving the "cohort analysis problem" (the confounding of age, cohort and period effects) in life planning research is outlined. (Author) ED172071

Piercy, F. P., & Sprenkle, D. D. H. (1988). Family Therapy Theory Building Questions. Journal of Marital and Family Therapy v14 n3 p307 09 Jul 1988. Summarizes one attempt to encourage family therapy graduate students to examine their own evolving family therapy assumptions. Presents theory building questions organized as prompts for family therapy education to challenge the student to think through his or her evolving theory. Describes how theory building questions were used in recent clinical family therapy practicum and suggests other uses. (NB) UMI EJ385017

Poston, W., & K., J. (1992). The Equity Audit in School Reform: Building a Theory for Institutional Research. International Journal of Educational Reform v1 n3 p235 41 Jul 1992. Despite efforts to produce comparable results for all groups of children over the years, inequality in educational outcomes persists. Equity audit explores school system operations and characteristics against five quality control standards: direction and planning, curriculum design and delivery, consistency and equity, assessment and evaluation, and resources management and productivity. This should help educators improve fairness and quality control. (MLH) Report/ISSN: ISSN 1056 7879 EJ451493

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Ramey, J. (1986). Developing a Theoretical Base for On Line Documentation. Part I: Building the Theory. Technical Writing Teacher v13 n2 p148 59 Spr 1986. Reviews pertinent research and suggests theoretical precepts that can serve as guiding principles in making decisions about the design of on line documentation. (FL) UMI EJ334179

Reckase, M. D., & Ackerman, T. T. A. (1986). Building a Test Using Items That Require More than One Skill to Determine a Correct Answer. Iowa Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. 66 Contract no.: N00014 85 C 0241. This paper demonstrates the relationship between the concept of unidimensionality and direction of an item in a multidimensional space. The basic premise is that if items that measure in the same direction are combined to form a test, that test will meet the item response theory requirements of unidimensionality. This will be true even if the items measuring in the same direction measure more than one psychological construct. A form of the ACT Mathematics Usage Test was analyzed using the multidimensional extension of the two parameter logistic model to determine the direction for each item using the multidimensional difficulty formulated by Reckase. Using the direction, three unidimensional sets of items were formed and one multidimensional item set. The performance of 1,000 examinees on these items sets was analyzed using LOGIST 5 to determine the fit of the three parameter logistic model to the data and the relationship of the unidimensional ability estimates and item parameter estimates to the multidimensional counterparts. Overall, the results strongly support the conception of unidimensionality suggested by a common direction in the multidimensional space for a set of items and the use of multidimensional difficulty statistics in forming unidimensional item sets. (PN) ED270456

Reckase, M. D., & Others, A. (1988). Building a Unidimensional Test Using Multidimensional Items. Journal of Educational Measurement v25 n3 p193 203 Fall 1988. It is demonstrated, theoretically and empirically, that item sets can be selected that meet the unidimensionality assumption of most item response theory models, even though they require more than one ability for a correct response. A method for identifying such item sets for test development purposes is presented. (SLD) EJ381128

Reid, W. A. (1979). Schools, Teachers, and Curriculum Change: The Moral Dimension of Theory Building. Educational Theory v29 n4 p325 36 Fall 1979. Change theory endorses a set of normative role prescriptions determining how the participants in curriculum change should be viewed. (JN) Reprint: UMI EJ233101

Rheams, A. E., & Gallagher, M. (1995). CES Cultural, Experiential, Skill Building: The Cognitive Foundation. Journal of Black Studies v26 n1 p3 16 Sep 1995. Critiques the assimilation strategy and the hero heroine ritual approach to multicultural education, and offers a third model, the Cultural, Experiential, Skill Building (CES) approach, as an alternative for teacher training. Effects of the CES model on potential teachers and the implications for teacher training are addressed. (GR) UMI Report/ISSN: ISSN 0021 9347 EJ521004

Richey, R. C. (1997). Agenda Building and Its Implications for Theory Construction in Instructional Technology. Educational Technology v37 n1 p5 11 Jan Feb 1997. The identification and acceptance of discipline specific research problems and subsequent related theory is not a random process dependent only on the interests of individual theorists. Discusses the nature of agenda building background and definitions and agenda building processes; and application of principles in instructional technology research and theory, identifying and defining problems, finding solutions, and generating choices. (PEN) Report/ISSN: ISSN 0013 1962 EJ537920

Roberts, N., & Barclay, T. (1988). Teaching Model Building to High School Students: Theory and Reality. Journal of Computers in Mathematics and Science Teaching v8 n1 p13 16,24 Fall 1988. Builds on a National Science Foundation (NSF) microcomputer based laboratory project to introduce system dynamics into the precollege setting. Focuses on providing students with powerful and investigatory theory building tools. Discusses developed hardware, software, and curriculum materials used to introduce model building and simulations into high school mathematics, physics, and history. (Author/MVL) UMI EJ386295

Rubin, D. L., & Kantor, K. K. J. (1983). Talking and Writing: Building Communication Competence. The Talking and Writing Series, K 12, Successful Classroom Practices. District of Columbia Available in paper copy and microfiche. EDRS Price MF01/PC03 Plus Postage. Contract no.: 300 81 0400. Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet focuses on how children and young adults make meaning in speech and writing and on ways teachers can encourage their language development. Following a brief introduction, the first major section of the booklet analyzes communication competence according to four principles: (1) sensitivity to situational factors, including medium of communication, function, setting, topic, discourse process, and audience; (2) flexibility; (3) performance; and (4) feedback. The second section discusses the school as a communication context and examines the different speaking and writing situations students encounter daily. The third presents a model of communication development stressing social awareness, coding, and reconstruction of experience, and the fourth section examines the interdependence among these dimensions. The concluding section discusses teaching for communication competence. Examples of student work are included throughout the booklet. (FL) ED233386

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Sandver, M. H., & Miles, J. J. A. (1994). Workplace Innovation and Local Unions in the Building Trades: Theory, Application and Membership Reactions. Working Paper Series WP 014. Ohio Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. In the spring of 1990, a study was conducted of local unions in the International Brotherhood of Electrical Workers (IBEW) Region 9 with market recovery programs (MRPs) designed to reverse declines in union membership. Three locals were chosen for in depth study in Las Vegas, Nevada; Oakland, California; and Portland, Oregon. The locals reflected the diversity in the IBEW locals in the region. An attitude survey was developed to measure members' reaction to the MRP experiment. Of 3,786 mailed questionnaires, 1,237 responses were received. Findings indicated that the members had a generally positive attitude toward the MRP. On a scale from 20 to 110, the average composite score was 74. Despite some variance from local to local, the program was generally accepted by members in all three locals. Generally speaking, the younger members viewed the program less positively than older members. The "old guard" or the established officers of two of the locals who were thrown out of office by MRP reformers were a pocket of resistance toward the program. Finally, the more people worked on the program, the more they liked it. (YLB) ED381638

Schodel, S. (1971). Auskunft geben und einholen:'' Bausteine zu einem Unterrichtsmodell (Information Transmittal and Retrieval: Building Blocks for an Instructional Model). Linguistik und Didaktik 2 6 83 97. EJ066033

Schrader, A. M. (1986). The Domain of Information Science: Problems in Conceptualization and in Consensus Building. Information Services and Use v6 n5 6 p169 205 1986. Analyzes and evaluates the various conceptualizations of information science that have appeared in the professional literature over the past 80 years. The extent to which the professional community possesses a common and unified understanding of the domain of information science is discussed. (82 references) (Author/CLB) EJ367819

Schriver, K. A. (1989). Theory Building in Rhetoric and Composition: The Role of Empirical Scholarship. Rhetoric Review v7 n2 p272 88 Spr 1989. Explores the nature of empirical inquiry in rhetoric; defines the uses of inductive inferencing in empirical inquiry; describes patterns of invention in empirical theory building; and investigates pluralism in empirical scholarship. Asserts that empirical scholars need to articulate and be more reflexive about the rhetoric of their inquiry. (RAE) EJ386949

Seidel, A., D., E., Danford, & Scott, E. (1979). Environmental Design: Research, Theory, and Application. Proceedings of the Annual Conference of the Environmental Design Research Association (10th). District of Columbia Not available from EDRS. Document Not Available from EDRS. Environmental Design Research Association, P.O. Box 23129, L'Enfant Plaza Station, Washington, DC 20039 ($20.00). The assembled collection contains research reports (with an abstract) and, in many cases, abstracts only of unpublished papers grouped under the following topics in environmental design: (1) perception and preference, (2) social environmental issues, (3) urban environments, (4) housing and residential environments, (5) theory, (6) research methodology and design methods, (7) designer researcher collaboration and research utilization, (8) children and the environment, (9) design and the handicapped, (10) elderly and the environment, (11) student residences, (12) correctional environments, (13) technical issues, and (14) additional issues. An author index is included. (MLF) ED184194

Semmes, C. E. (1981). Foundations of an Afrocentric Social Science: Implications for Curriculum Building, Theory, and Research In Black Studies. Journal of Black Studies v12 n1 p3 17 Sep 1981. Considers Black Studies as a vital social science, and recommends Afrocentrism as the guiding principle for Black Studies. Identifies the mission of Afrocentrism discipline as a solution to the cultural problems of the African diaspora. (DA) Reprint: UMI EJ253125

Serlin, R. C. (1987). Hypothesis Testing, Theory Building, and the Philosophy of Science. Journal of Counseling Psychology v34 n4 p365 71 Oct 1987. Discusses criticisms of behavioral science research methodologies, and offers solutions which emphasize that it is only on the basis of theory that one can decide on an appropriate hypothesis to be tested, on a correct method of statistical analysis, and on whether the experimental results can be generalized to a population of interest. (Author/KS) UMI EJ364582

Shoemaker, P. J., & Mayfield, E. E. K. (1987). Building a Theory of News Content: A Synthesis of Current Approaches. Journalism Monographs Number 103. U.S. Available in microfiche only. EDRS Price MF01 Plus Postage. PC Not Available from EDRS. Association for Education in Journalism and Mass Communication, College of Journalism, University of South Carolina, Columbia, SC 29208 ($5.00, single issue). Intended to aid theory building in the study of influences on news content, this paper examines how five basic theoretical approaches to studying news content can be integrated into J. Herbert Altschull's assertion that mass media content reflects the ideology of those who finance the media. The paper notes that Altschull's theory accounts for the between nation effects predicted by broad scale sociological theories such as hegemony or the mass manipulative model, and shows that the theory also can explain the null effects which may result from studies looking for hegemonic effects. The first major section of the paper shows how the existing literature on media content can be analyzed according to five hierarchical levels of analysis related to Altschull's economic theory: (1) content accurately reflects social reality, (2) content is a function of media routines, (3) content is influenced by journalists' socialization and attitudes, (4) content results from social and institutional forces working on it, and (5) content is a function of ideological positions and a tool of the status quo. The second section outlines assumptions and theoretical statements resulting from this synthesis on the influence of funding source on content and other variables. The concluding section suggests that researchers integrate the five theoretical approaches into an economic model that explains media content as the product of a more complex set of ideological forces held by those who fund the media. (Six pages of notes are included.) (HTH) ED284240

Silver, P. F. (1979). Some Needed Developments in Research for Building a "Theory of Administrative Practice." Oklahoma Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. This paper describes and explains three needed developments for building a foundation from which knowledge unique to a profession of educational administration can emerge and thus improve school effectiveness. Each needed development is associated with a general need for a shift in the focus of scholarly attention. Researchers need to focus first on practical rather than academic matters, second, on the effect of administrators' actions on student learning, and third, on administrative problems and instances of instructional ineffectiveness. Educational administration can become equivalent to advanced professions, the paper says, by discovering subclasses of the major problem and what changes to make to resolve each subcategory of problems. The document identifies the contributions of practitioners and researchers in generating the requisite knowledge base and explores ways in which such knowledge would promote the professionalization of educational administration. (Author/LD) ED172368

Starratt, R. J. (1991). Building an Ethical. Educational Administration Quarterly v27 n2 p185 202 May 1991. During a period of school restructuring, educational administrators need to consider their responsibility to promote an ethical school environment. This article develops three foundational ethical themes (critique, justice, and caring) as the pillars underlying ethical schools. (53 references) (MLH) UMI Report/ISSN: ISSN 0013 161X EJ425540

Stavropoulos, C. S. (1995). Assessing Student Learning in the Arts: Building a Bridge between Theory and Practice. Georgia Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. Recent research in the visual arts has resulted in the development of a range of methods for assessing student learning. Theoretically based in cognitive conceptions of learning, assessment systems discussed in this paper have been applied in practice. Possibilities for the art teacher to apply such assessment methodologies directly in the classroom setting are numerous. In addition, the assessment methodologies introduced can be employed by researchers seeking answers to questions regarding students' learning in the arts. A criterion based rubric for art education referred to as the Diagnostic Profile (C. S. Stavropoulos, 1992) provides a way to assess written statements about art analytically. Several studies have shown the Diagnostic Profile to be a valid and reliable assessment tool. It shows the relationship between instructional outcomes and assessed outcomes and provides comprehensive feedback through multiple measures over time. (Contains 28 references.) (Author/SLD) ED395957

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Tankard, J., & W., J. (1987). Beyond Hage: Building Communication Theory by Exploring Three Variable Relationships. Texas Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. Building communication theory in terms of three variable relationships is a promising route to developing better theory, because three variable relationships stand midway between sometimes overly simplistic two variable relationships, and the more complex path analysis. The analysis of three variable relationships has been done in many previous research studies, but often under the rubric of "controlling for a spurious relationship." Several other important purposes in theory building can be served by formulating and investigating three variable relationships, including the identification of intervening processes and the specification of conditions for an effect to occur. Possible outcomes of three variable analysis are (1) explanation, (2) internal replication, (3) interpretation, (4) interaction, and (5) additivity. Forms of three variable hypotheses that do not seem workable include mainstreaming hypotheses, and knowledge gap hypotheses, while hypotheses with very explicit statements of the relationship between variables x and y for each condition of variable z are the types that should be more successful. With three variable analysis, researchers must take care to replicate their results and avoid post hoc reasoning. (SKC) ED286214

Taylor, L., & Brooks, K. (1986). Building Math Confidence by Overcoming Math Anxiety. From Theory to Practice. Adult Literacy and Basic Education v10 n1 insert 1986 New Mexico Available in paper copy and microfiche. EDRS Price MF01/PC01 Plus Postage. Unfortunately, many students have negative feelings toward mathematics that can lead to math anxiety and subsequent poor performance in or avoidance of mathematics classes. These feelings may have been brought about by negative math classroom experiences, negative parental attitudes toward math, or societal stereotyping of mathematics. The notions that math (1) is a male domain and (2) requires logic, not intuition, are both myths. The learning of mathematics is a developmental process that takes time and practice. Negative attitudes toward or anxiety over mathematics can be altered by establishing a supportive classroom environment, using concrete manipulative materials to help bridge the gap between concrete learning and abstract thought, using a variety of teaching techniques, and addressing the student's personal attitudes toward math. (This guide includes a worksheet that is intended to assist students in confronting their math anxiety. It contains information on how to take charge of one's own study, classroom, and test environments; create success; and distinguish the facts about learning math from the myths.) (MN) ED272741

Thompson, I. (1986). Simplifying the Composing Process: Text Building Routines. Teaching English in the Two Year College v13 n2 p91 97 May 1986. Recommends text building routines for teaching students efficient ways to compose coherent paragraphs and longer documents, including frequently used plans for organizing goal directed writing, means for highlighting to emphasize some ideas and de emphasize others, and rule governed ways to overlap previously mentioned information with new information. (EL) UMI EJ332961

Tinberg, H. B. (1991). "An Enlargement of Observation": More on Theory Building in the Composition Classroom. College Composition and Communication v42 n1 p36 44 Feb 1991. Discusses the importance of considering theory to be rooted in observation and suggests that no observation stops with itself but instead yields another observation. Suggests that what must occur is that teachers become prepared to observe their observations: to look and look again. (MG) UMI Report/ISSN: ISSN 0010 096X EJ422716

Todd, R. D. (1975). Theory and Model Building in Technology. Journal of Epsilon Pi Tau 29 33. A model entitled The Technological Base, which includes a set of assumptions, a set of defined terms, and a set of statements of the relationships among the elements, is presented as an example of the type of theoretical product needed to provide conceptual frameworks necessary for purposeful teaching and meaningful research. (EA) EJ142436

Tompkins, P. K. (1978). Organizational Metamorphosis in Space Research and Development. Communication Monographs v45 n2 p110 18 Jun 1978. The communicative, and therefore organizational and managerial, aspects of the Marshall Space Flight Center's (MSFC) metamorphosis from Saturn V to Skylab are analyzed. MSFC's consistent successes are attributed to the organization's commitment to communication systems, its technical integrity, and its single minded purpose. (JMF) Reprint: UMI EJ190211

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VanSledright, B. A., & Grant, S. S. G. (1991). Surviving Its Own Rhetoric: Building a Conversational Community within the Social Studies. Theory and Research in Social Education v19 n3 p283 304 Sum 1991. Argues for a conversational community within the social studies profession. Explores relevant attributes of such a community. Suggests that researchers ask (1) who speaks, (2) the topics of discourse, and (3) how language is used. Concludes that a conversational community does exist but is kept from its full potential by distrust between teachers and professors, among other factors. (DK) UMI Report/ISSN: ISSN 0093 3104 EJ440308

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Wang, M. C. (1980). Adaptive Instruction: Building on Diversity. Theory into Practice v19 n2 p122 28 Spr 1980. The use of alternative instructional strategies and resources to meet the learning needs of individual students incorporates the diagnosis of student learning progress, the teaching of self management skills, organizational supports, and family involvement into an effective educational program. (JN) Reprint: UMI EJ235485

Warnat, W. I. (1980). Building a Theory of Adult Learning: Toward a Total Person Model. District of Columbia Available in paper copy and microfiche. EDRS Price MF01/PC02 Plus Postage. . To determine what a theory of adult learning should encompass, three topics were considered: current status of adult learning theory, contributions of the developmentalists, and foundation for a total person model of adult learning theory. An overview of activity related to theory building in adult learning during the 1970s showed the emphasis that adult educators placed on the planning of programs for the adult learner. Other conclusions drawn were that a truly holistic learning theory is needed and desired; theory building has focused on relevance for practice; and there are common concerns about intrinsic aspects of adult learning. A comparative analysis was conducted of twenty interpretations of adult development which fall into three categories linear, hierarchical, and unclassified. Reasons for the analysis were to determine (1) how adulthood is interpreted, (2) how adult learning is addressed, (3) where there is consensus, (4) where the gaps are, and (5) how these various interpretations relate to theoretical models being developed. The theoretical model developed encompassed three crucial concepts which attempt to incorporate all those dynamics contributing to one's personal composition: total person as a living learning laboratory, life events as learning lessons, and layering as a resource data bank. (Ten tenets of the Total Person Model are listed.) (YLB) ED190769

Whyte, L. (1972). Piagetian Theory: Implications for Building Curriculum for the T.M.R. Special Education in Canada 46 3 17, 19 24. Described is an application of Jean Piaget's model of cognitive development of normal children to the cognitive development of trainable mentally handicapped children. (CB) EJ059047

Wildey, R. L. (1977). Pringle's Paradox Resolved: A Gedankenexperiment Building Insight into Relativity Theory. Journal of College Science Teaching v6 n3 p169 71 Jan 1977. Presented is an analysis of Pringle's Paradox as an effective vehicle for developing insight into special relativity. (HM) Reprint: UMI EJ191270

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