Human resource development: an emerging profession‐an emerging purpose

ln this article,we attempt to see Human Resource Development(HRD), and everything that could be called HRD, as it currently exists in U.S. organisations, and to understand its emergence from narrow, fragmented, and mechanical conceptualizations to more holistic ones. It is our view that any intentional organisational activity centered on human development, whether on individual development or on the development of cultures that enable individuals to work together effectively, could legitimately be seen as HRD. This view of HRD, we further believe, enables us to see more fully what is happening and why. Later in this paper, we will offer a definition of the field that is consistent with this comprehensive conceptualization.     

Recent doctoral dissertation research on teachers for gifted

In the Mind's Eye: Visual Thinkers, Gifted People with Learning Disabilities, Computer Images, and the Ironies of Creativity Thomas G. West Prometheus Books, 1991 700 East Amherst St. Buffalo, NY 14215 359 pages, cloth, $24.95

The Challenge of Art to Psychology Seymour B. Sarason Yale University Press, 1990 New Haven CT and London 92 A Yale Station Cloth, $25.00     

How the dialectical imperative shapes network news content: The case of CNN vs. the entertainment networks

This essay compares an all news network's (the Cable News Network) response to a news story's dialectical imperative with that of the entertainment networks (ABC, CBS, and NBC). Using the 1988 nominating convention coverage as subject matter, the author applies narrative principles to interpret a content analysis of those telecasts. The results indicate significant distinctions in narrative structure as the entertainment networks aired a “talent‐based” production whereas CNN produced an “event‐based” interpretation of the two conventions.     

Challenges in Building Usable Knowledge in Education

The scientific rigor of education research has improved dramatically since the year 2000. Much of the credit for this improvement is deserved by Institute of Education Sciences (IES) policies that helped create a demand for rigorous research; increased human capital capacity to carry out such work; provided funding for the work itself; and collected, evaluated, and made available the results of that work through the What Works Clearinghouse. Major challenges still remain for education research, however. One challenge is dealing with the replication crisis that has plagued other scientific fields and is likely to be a problem in education science. A second challenge is better supporting the generalizability of education research. A third challenge is adapting our rigorous research designs to the increasing complexity of our interventions and our questions about the mechanisms by which these interventions achieve their effects. Promising approaches to meet each of these challenges are suggested.     

Expanded Koppitz scoring system of the bender gestalt visual-motor test for adolescents: A pilot study

The current research represented a pilot study to assess the use of the Bender Gestalt Visual-Motor Test with school-age adolescents over 11 years of age. Research regarding the accuracy of the hypothesis that visual-motor integration functioning is normally intact by age 11 was presented. In addition, initial data to extend the Koppitz scoring system of the Bender for ages 11 years, 6 months through 15 years, 11 months was proposed. Mean error scores from the pilot study suggested that visual-motor development is not maturationally complete by age 11 years, 11 months. Additional research focusing on extending the normative sample or developing a new scoring system for adolescents is suggested.     

The magnitude and prevalance of significant regressed discrepancies at common test values

An initial criterion to determine severe discrepancies and relative strengths and weaknesses is a significant difference between regressed standard scores. Tables are presented as a convenient method to determine the magnitude of a discrepancy required for significance at common reliability and inter-correlation values. Prevalences of significant discrepancies are also shown, indicating that significant discrepancies are not uncommon in a normal population.     

The concurrent validity of the Cognitive Levels Test with the Wechsler Intelligence Scale for Children-Revised for a sample of referred children and youth

The present investigation compared the Cognitive Levels Test (CLT) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) scores for 55 children who were referred for remedial educational services. A comparison of the correlations for each of the criterion measures from the WISC-R showed a consistent significant positive relationship with the CLT. A repeated measures analysis of variance that compared standard scores for the CLT with those of the WISC-R indicated that significant differences existed between WISC-R IQs and the CLT Cognitive Index. Implications concerning the validity of the Cognitive Levels Test are discussed.