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Much attention has been paid to examining the effectiveness of early care and education (ECE) programs. Yet, little research examines how to implement such programs and help policymakers utilize research to inform on-the-ground operations in real time. This has left researchers conducting studies in silos, schools and programs applying for funding with distinct and varying mandates, and policymakers carrying out agendas based on limited information. The Foundation for Child Development (the Foundation) used New York City's (NYC) implementation of universal, full-day prekindergarten as an opportunity to solve the problem, creating the NYC Early Childhood Research Network (the Network). The Foundation funded the Network to rally researchers and policymakers from NYC public agencies around a single mission that focuses on continuous quality improvement, implementation, and scale-up of high-quality ECE programs. Creating a collaborative, multi-discipline research network helps researchers and policymakers implement effective programs by setting mutual goals, outlining common definitions, defining metrics and protocols, collecting the right data, and sharing multiple perspectives and experiences from beginning to end. This global view is often not seen until programs are scaled and flaws become evident, often hindering the growth and health of promising philanthropic and government investments. It is far better to work collaboratively on the critical knowledge necessary for innovation, implementation, and continuous improvement as programs are brought to scale than it is to remediate problems created by working in silos. Outcomes of this effort include: greater cooperation across sectors, coordination in research agendas, collaboration extending to the future, and enhanced capacity for understanding program implementation. While the outcomes of this effort are still evolving, the collaboration, cohesion, and efficiency of this effort stand as a success story in and of itself. The Network has transformed the way different institutions and cultures in NYC work together to better serve the needs of young children.

Much attention has been paid to examining the effectiveness of early care and education (ECE) programs. Yet, little research examines how to implement such programs and help policymakers utilize research to inform on-the-ground operations in real time. This has left researchers conducting studies in silos, schools and programs applying for funding with distinct and varying mandates, and policymakers carrying out agendas based on limited information. The Foundation for Child Development (the Foundation) used New York City's (NYC) implementation of universal, full-day prekindergarten as an opportunity to solve the problem, creating the NYC Early Childhood Research Network (the Network). The Foundation funded the Network to rally researchers and policymakers from NYC public agencies around a single mission that focuses on continuous quality improvement, implementation, and scale-up of high-quality ECE programs. Creating a collaborative, multi-discipline research network helps researchers and policymakers implement effective programs by setting mutual goals, outlining common definitions, defining metrics and protocols, collecting the right data, and sharing multiple perspectives and experiences from beginning to end. This global view is often not seen until programs are scaled and flaws become evident, often hindering the growth and health of promising philanthropic and government investments. It is far better to work collaboratively on the critical knowledge necessary for innovation, implementation, and continuous improvement as programs are brought to scale than it is to remediate problems created by working in silos. Outcomes of this effort include: greater cooperation across sectors, coordination in research agendas, collaboration extending to the future, and enhanced capacity for understanding program implementation. While the outcomes of this effort are still evolving, the collaboration, cohesion, and efficiency of this effort stand as a success story in and of itself. The Network has transformed the way different institutions and cultures in NYC work together to better serve the needs of young children.

Much attention has been paid to examining the effectiveness of early care and education (ECE) programs. Yet, little research examines how to implement such programs and help policymakers utilize research to inform on-the-ground operations in real time. This has left researchers conducting studies in silos, schools and programs applying for funding with distinct and varying mandates, and policymakers carrying out agendas based on limited information. The Foundation for Child Development (the Foundation) used New York City's (NYC) implementation of universal, full-day prekindergarten as an opportunity to solve the problem, creating the NYC Early Childhood Research Network (the Network). The Foundation funded the Network to rally researchers and policymakers from NYC public agencies around a single mission that focuses on continuous quality improvement, implementation, and scale-up of high-quality ECE programs. Creating a collaborative, multi-discipline research network helps researchers and policymakers implement effective programs by setting mutual goals, outlining common definitions, defining metrics and protocols, collecting the right data, and sharing multiple perspectives and experiences from beginning to end. This global view is often not seen until programs are scaled and flaws become evident, often hindering the growth and health of promising philanthropic and government investments. It is far better to work collaboratively on the critical knowledge necessary for innovation, implementation, and continuous improvement as programs are brought to scale than it is to remediate problems created by working in silos. Outcomes of this effort include: greater cooperation across sectors, coordination in research agendas, collaboration extending to the future, and enhanced capacity for understanding program implementation. While the outcomes of this effort are still evolving, the collaboration, cohesion, and efficiency of this effort stand as a success story in and of itself. The Network has transformed the way different institutions and cultures in NYC work together to better serve the needs of young children.

Much attention has been paid to examining the effectiveness of early care and education (ECE) programs. Yet, little research examines how to implement such programs and help policymakers utilize research to inform on-the-ground operations in real time. This has left researchers conducting studies in silos, schools and programs applying for funding with distinct and varying mandates, and policymakers carrying out agendas based on limited information. The Foundation for Child Development (the Foundation) used New York City's (NYC) implementation of universal, full-day prekindergarten as an opportunity to solve the problem, creating the NYC Early Childhood Research Network (the Network). The Foundation funded the Network to rally researchers and policymakers from NYC public agencies around a single mission that focuses on continuous quality improvement, implementation, and scale-up of high-quality ECE programs. Creating a collaborative, multi-discipline research network helps researchers and policymakers implement effective programs by setting mutual goals, outlining common definitions, defining metrics and protocols, collecting the right data, and sharing multiple perspectives and experiences from beginning to end. This global view is often not seen until programs are scaled and flaws become evident, often hindering the growth and health of promising philanthropic and government investments. It is far better to work collaboratively on the critical knowledge necessary for innovation, implementation, and continuous improvement as programs are brought to scale than it is to remediate problems created by working in silos. Outcomes of this effort include: greater cooperation across sectors, coordination in research agendas, collaboration extending to the future, and enhanced capacity for understanding program implementation. While the outcomes of this effort are still evolving, the collaboration, cohesion, and efficiency of this effort stand as a success story in and of itself. The Network has transformed the way different institutions and cultures in NYC work together to better serve the needs of young children.

Much attention has been paid to examining the effectiveness of early care and education (ECE) programs. Yet, little research examines how to implement such programs and help policymakers utilize research to inform on-the-ground operations in real time. This has left researchers conducting studies in silos, schools and programs applying for funding with distinct and varying mandates, and policymakers carrying out agendas based on limited information. The Foundation for Child Development (the Foundation) used New York City's (NYC) implementation of universal, full-day prekindergarten as an opportunity to solve the problem, creating the NYC Early Childhood Research Network (the Network). The Foundation funded the Network to rally researchers and policymakers from NYC public agencies around a single mission that focuses on continuous quality improvement, implementation, and scale-up of high-quality ECE programs. Creating a collaborative, multi-discipline research network helps researchers and policymakers implement effective programs by setting mutual goals, outlining common definitions, defining metrics and protocols, collecting the right data, and sharing multiple perspectives and experiences from beginning to end. This global view is often not seen until programs are scaled and flaws become evident, often hindering the growth and health of promising philanthropic and government investments. It is far better to work collaboratively on the critical knowledge necessary for innovation, implementation, and continuous improvement as programs are brought to scale than it is to remediate problems created by working in silos. Outcomes of this effort include: greater cooperation across sectors, coordination in research agendas, collaboration extending to the future, and enhanced capacity for understanding program implementation. While the outcomes of this effort are still evolving, the collaboration, cohesion, and efficiency of this effort stand as a success story in and of itself. The Network has transformed the way different institutions and cultures in NYC work together to better serve the needs of young children.

Much attention has been paid to examining the effectiveness of early care and education (ECE) programs. Yet, little research examines how to implement such programs and help policymakers utilize research to inform on-the-ground operations in real time. This has left researchers conducting studies in silos, schools and programs applying for funding with distinct and varying mandates, and policymakers carrying out agendas based on limited information. The Foundation for Child Development (the Foundation) used New York City's (NYC) implementation of universal, full-day prekindergarten as an opportunity to solve the problem, creating the NYC Early Childhood Research Network (the Network). The Foundation funded the Network to rally researchers and policymakers from NYC public agencies around a single mission that focuses on continuous quality improvement, implementation, and scale-up of high-quality ECE programs. Creating a collaborative, multi-discipline research network helps researchers and policymakers implement effective programs by setting mutual goals, outlining common definitions, defining metrics and protocols, collecting the right data, and sharing multiple perspectives and experiences from beginning to end. This global view is often not seen until programs are scaled and flaws become evident, often hindering the growth and health of promising philanthropic and government investments. It is far better to work collaboratively on the critical knowledge necessary for innovation, implementation, and continuous improvement as programs are brought to scale than it is to remediate problems created by working in silos. Outcomes of this effort include: greater cooperation across sectors, coordination in research agendas, collaboration extending to the future, and enhanced capacity for understanding program implementation. While the outcomes of this effort are still evolving, the collaboration, cohesion, and efficiency of this effort stand as a success story in and of itself. The Network has transformed the way different institutions and cultures in NYC work together to better serve the needs of young children.

Much attention has been paid to examining the effectiveness of early care and education (ECE) programs. Yet, little research examines how to implement such programs and help policymakers utilize research to inform on-the-ground operations in real time. This has left researchers conducting studies in silos, schools and programs applying for funding with distinct and varying mandates, and policymakers carrying out agendas based on limited information. The Foundation for Child Development (the Foundation) used New York City's (NYC) implementation of universal, full-day prekindergarten as an opportunity to solve the problem, creating the NYC Early Childhood Research Network (the Network). The Foundation funded the Network to rally researchers and policymakers from NYC public agencies around a single mission that focuses on continuous quality improvement, implementation, and scale-up of high-quality ECE programs. Creating a collaborative, multi-discipline research network helps researchers and policymakers implement effective programs by setting mutual goals, outlining common definitions, defining metrics and protocols, collecting the right data, and sharing multiple perspectives and experiences from beginning to end. This global view is often not seen until programs are scaled and flaws become evident, often hindering the growth and health of promising philanthropic and government investments. It is far better to work collaboratively on the critical knowledge necessary for innovation, implementation, and continuous improvement as programs are brought to scale than it is to remediate problems created by working in silos. Outcomes of this effort include: greater cooperation across sectors, coordination in research agendas, collaboration extending to the future, and enhanced capacity for understanding program implementation. While the outcomes of this effort are still evolving, the collaboration, cohesion, and efficiency of this effort stand as a success story in and of itself. The Network has transformed the way different institutions and cultures in NYC work together to better serve the needs of young children.

Book

The human resource development (HRD) profession needs to continue to develop its core theories and to integrate new theories into the body of knowledge. Creating new knowledge is of essential importance to both HRD practitioners and researchers. As an emerging field, HRD is in the process of defining itself as a discipline. Currently, there are voices missing from the emerging discourse; one of these is that of feminism. These are four reasons that voice should be included: both HRD and feminism are concerned with the construction of knowledge; the priorities and practice of HRD are the exclusive purview of white men; in defining itself as a profession, HRD must be as broad-based as possible; and promoting meaningful change in the lives of organizations and the individuals in them is a strongly held value of both HRD and feminism. Among the challenges facing HRD in incorporating feminist research is that while human resource workers are usually women, managers are usually men. Human resource practices sometimes function to perpetuate patriarchal systems of power. As the field of HRD expands its theoretical base, a broader less sexist approach can only better reflect the diverse clientele with whom human resource staff work. (The bibliography contains 27 references). (AJ)

This article is from Journal of Foot and Ankle Research , volume 7 . Abstract Background: In this article the authors explore the current issues and barriers related to achieving successful outcomes to diabetic foot complications in India. This was achieved by engaging clinicians in taking ownership of the problems and facilitating them in the identification of solutions to action change in clinical practice.Methods: This was accomplished through facilitating participants in this study via a process of problem identification and planning, the first phases of an action research cycle approach. The methods of data collection were focus groups, observations and individual conversations. The data were analysed using a thematic framework. Results: Based on the practitioner’s experiences and opinions, key themes were identified. These themes had the potential to inform the changes needed in clinical practice, to overcome barriers and embed ownership of the solutions. Five themes were identified highlighting: concerns over a fragmented service; local recognition of need; lack of standardised care pathways; lack of structured assessment and an absence of annual foot screening. Combined, the issues identified were thought to be important in preventing timely assessment and management of foot problems. Conclusion: It was unanimously agreed that a formalised process of foot assessment should be developed and implemented as part of the subsequent phases of the action research process, which the authors intended to take forward and report in a further paper. The aim of which is to guide triage, education, care pathways, audit and evaluation of outcomes. Facilitation of the clinicians in developing a program and screening tool to implement and teach these skills to others could be an important step in reducing the number of high-risk cases that are often resulting in the amputation of limbs.

Digital storytelling is an educational practice which has attracted the attention of many experts. However, there has been little research on the disadvantages of digital storytelling assignments from the students' perspectives in English as a Foreign Language (EFL) education. Addressing difficulties or problems which are likely to occur in integrating digital storytelling in language learning would provide better insights for education in the future. Thus, this study aims to examine not only the advantages but also the disadvantages of introducing digital storytelling assignments in EFL education by focusing on learners' motivation. To achieve the aim of this study, data was obtained from questionnaire surveys in six courses entitled 'Information English' for students in Japan. Though most students were motivated for learning with digital storytelling assignments, there were also some students who were less motivated. The findings from students' comments revealed that it would be effective to provide specific instruction based on (1) proper guidance of effective narration, (2) the condition of having sufficient time to accomplish the assignment, (3) technical support, and (4) information ethics. [For the complete volume of short papers, see ED590612.]

This brief is one in a five-part series in which the Collaborative for Academic, Social, and Emotional Learning (CASEL) documents insights from their efforts to understand how educators and researchers can build relationships that support a shared action research agenda around social and emotional learning (SEL). As discussed in earlier briefs of this series (see ED614237 and ED614229), CASEL has continued to refine strategies and tools to better document the ways that technical assistance aids partner districts in advancing high-quality implementation of systemic SEL. Additionally, they have determined that a design-based Research-Practice Partnerships (RPP) approach affords opportunities to collaborate closely with administrators, practitioners, families, and students to develop a local SEL vision, monitor this work, and identify on an ongoing basis barriers and facilitators for achieving specified benchmarks and annual goals. CASEL's RPP engagement with Lowell Community School provided valuable insights into how CASEL research will approach collaboration with practitioners in the future. In addition to these insights, the engagement with Lowell Community School elevated new learnings related to systemic SEL implementation at the school level. CASEL's Theory of Action provides guidance to states, districts, and schools in their approach to systemic SEL implementation.

Based on emergent literacy research, two components of reading and writing--the morning message and the writing process--were developed in a laboratory school kindergarten by teacher-researcher collaboration and later disseminated to both public and private schools through a project conducted for the Kamehameha Schools, a private school in Honolulu, Hawaii. In the morning message, the first activity of the day, the teacher and students read and discussed a simple message written on the board, thereby introducing various writing conventions. Process writing time, during which students were asked to write the teacher a message, followed the morning message, and consisted of three phases: pre-writing discussion, writing and conferring, and sharing. The acceptance of illustrations and inventive spelling stressed the communicative nature of writing. Both of these reading/writing activities were implemented in 16 classrooms, and results illustrated different patterns of implementation, leading to the conclusion that activities are modified to fit within the constraints of each classroom setting. (A table of recorded writing activities and examples of students' illustrations/writings are included.) (MM)

Based on emergent literacy research, two components of reading and writing--the morning message and the writing process--were developed in a laboratory school kindergarten by teacher-researcher collaboration and later disseminated to both public and private schools through a project conducted for the Kamehameha Schools, a private school in Honolulu, Hawaii. In the morning message, the first activity of the day, the teacher and students read and discussed a simple message written on the board, thereby introducing various writing conventions. Process writing time, during which students were asked to write the teacher a message, followed the morning message, and consisted of three phases: pre-writing discussion, writing and conferring, and sharing. The acceptance of illustrations and inventive spelling stressed the communicative nature of writing. Both of these reading/writing activities were implemented in 16 classrooms, and results illustrated different patterns of implementation, leading to the conclusion that activities are modified to fit within the constraints of each classroom setting. (A table of recorded writing activities and examples of students' illustrations/writings are included.) (MM)

Based on emergent literacy research, two components of reading and writing--the morning message and the writing process--were developed in a laboratory school kindergarten by teacher-researcher collaboration and later disseminated to both public and private schools through a project conducted for the Kamehameha Schools, a private school in Honolulu, Hawaii. In the morning message, the first activity of the day, the teacher and students read and discussed a simple message written on the board, thereby introducing various writing conventions. Process writing time, during which students were asked to write the teacher a message, followed the morning message, and consisted of three phases: pre-writing discussion, writing and conferring, and sharing. The acceptance of illustrations and inventive spelling stressed the communicative nature of writing. Both of these reading/writing activities were implemented in 16 classrooms, and results illustrated different patterns of implementation, leading to the conclusion that activities are modified to fit within the constraints of each classroom setting. (A table of recorded writing activities and examples of students' illustrations/writings are included.) (MM)

Based on emergent literacy research, two components of reading and writing--the morning message and the writing process--were developed in a laboratory school kindergarten by teacher-researcher collaboration and later disseminated to both public and private schools through a project conducted for the Kamehameha Schools, a private school in Honolulu, Hawaii. In the morning message, the first activity of the day, the teacher and students read and discussed a simple message written on the board, thereby introducing various writing conventions. Process writing time, during which students were asked to write the teacher a message, followed the morning message, and consisted of three phases: pre-writing discussion, writing and conferring, and sharing. The acceptance of illustrations and inventive spelling stressed the communicative nature of writing. Both of these reading/writing activities were implemented in 16 classrooms, and results illustrated different patterns of implementation, leading to the conclusion that activities are modified to fit within the constraints of each classroom setting. (A table of recorded writing activities and examples of students' illustrations/writings are included.) (MM)

Based on emergent literacy research, two components of reading and writing--the morning message and the writing process--were developed in a laboratory school kindergarten by teacher-researcher collaboration and later disseminated to both public and private schools through a project conducted for the Kamehameha Schools, a private school in Honolulu, Hawaii. In the morning message, the first activity of the day, the teacher and students read and discussed a simple message written on the board, thereby introducing various writing conventions. Process writing time, during which students were asked to write the teacher a message, followed the morning message, and consisted of three phases: pre-writing discussion, writing and conferring, and sharing. The acceptance of illustrations and inventive spelling stressed the communicative nature of writing. Both of these reading/writing activities were implemented in 16 classrooms, and results illustrated different patterns of implementation, leading to the conclusion that activities are modified to fit within the constraints of each classroom setting. (A table of recorded writing activities and examples of students' illustrations/writings are included.) (MM)

Based on emergent literacy research, two components of reading and writing--the morning message and the writing process--were developed in a laboratory school kindergarten by teacher-researcher collaboration and later disseminated to both public and private schools through a project conducted for the Kamehameha Schools, a private school in Honolulu, Hawaii. In the morning message, the first activity of the day, the teacher and students read and discussed a simple message written on the board, thereby introducing various writing conventions. Process writing time, during which students were asked to write the teacher a message, followed the morning message, and consisted of three phases: pre-writing discussion, writing and conferring, and sharing. The acceptance of illustrations and inventive spelling stressed the communicative nature of writing. Both of these reading/writing activities were implemented in 16 classrooms, and results illustrated different patterns of implementation, leading to the conclusion that activities are modified to fit within the constraints of each classroom setting. (A table of recorded writing activities and examples of students' illustrations/writings are included.) (MM)

Based on emergent literacy research, two components of reading and writing--the morning message and the writing process--were developed in a laboratory school kindergarten by teacher-researcher collaboration and later disseminated to both public and private schools through a project conducted for the Kamehameha Schools, a private school in Honolulu, Hawaii. In the morning message, the first activity of the day, the teacher and students read and discussed a simple message written on the board, thereby introducing various writing conventions. Process writing time, during which students were asked to write the teacher a message, followed the morning message, and consisted of three phases: pre-writing discussion, writing and conferring, and sharing. The acceptance of illustrations and inventive spelling stressed the communicative nature of writing. Both of these reading/writing activities were implemented in 16 classrooms, and results illustrated different patterns of implementation, leading to the conclusion that activities are modified to fit within the constraints of each classroom setting. (A table of recorded writing activities and examples of students' illustrations/writings are included.) (MM)

Noting that the realities of globalization are changing what as well as how and when students learn, this publication focuses on the bridge to higher academic achievement in writing through the use of technology. The information in the booklet is a foundation for improving teaching and learning of writing in the context of the Digital Age. Although a major purpose of writing instruction has been to teach students to communicate with text, the purpose is becoming increasingly expansive in terms of what constitutes text. The notion of text is coming to mean communication with a suite of tools and media, including written work, hypertext, graphics, and multimedia. This report is organized as follows: section one describes the complexity of the writing process; section two describes what leading researchers have found to be the best practices in effective writing; section three describes how the written media should be redefined to leverage the writer's visual intelligence; section four describes how conventional writing is affected by technology; section five presents examples of technology solutions in writing; and section six discusses future trends in the use of technology in writing instruction. (Contains 5 figures and 65 references.) (PM)

methodology

The field of Civil-Military Relations draws from many disciplines, including political science, psychology, history, economics, anthropology, sociology, systems, and others. The topic of Civil-Military Relations may be considered to be a niche field of study in the broader view of academia. Can Civil-Military Relations be thoroughly understood through the lens of existing Civil-Military Relations theory? This question generated the idea of developing a Civil-Military Relations Cube in an attempt to develop a greater understanding of the component parts of Civil-Military Relations and how they interact when theory and reality collide. The Civil-Military Relations Cube can be used as a starting point for exploration into the current state of Civil-Military theory.

This publication is based on the 2016 Society for Vocational Psychology (SVP) Biennial Conference, that was held at the Florida State University on May 16-17, 2016. The conference theme was "Integrating Theory, Research, and Practice in Vocational Psychology." The conference content and the resulting edited book are based on the assumption that the science and practice of vocational psychology are more successful with the integration of theory, research, and practice. This book's purpose is to examine the challenges and opportunities for integrating theory, research, and practice in vocational psychology from the perspectives of theorists, researchers, practitioners, and journal editors, with the hope that this knowledge will lead to improved science and career interventions. Following a Foreword by Saba Rasheed Ali and a Preface by James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, and Janet G. Lenz, this book contains three sections and twenty chapters. Section 1, Challenges and Opportunities for Integrating Theory, Research, and Practice in Vocational Psychology, contains: (1) Integration of Theory, Research, and Practice: A Social Cognitive Perspective (Robert W. Lent); (2) Holland's Integration of Career Theory, Research, and Practice (Robert C. Reardon); (3) Counseling for Work and Relationship:A Practice-Driven Theoretical Approach (Mary Sue Richardson); (4) The Systems Theory Framework of Career Development (Wendy Patton, Mary McMahon); (5) A Cognitive Information Processing Theory for Career Choices: Challenges and Opportunities for Integrating Theory, Research, and Practice (James P. Sampson, Jr.); and (6) Integration of Theory, Research, and Practice: Using Our Tools to Address Challenging Times (Saba Rasheed Ali, Samantha D. Brown). Section 2, Using Theory and Research to Improve Evidence-Based Practice, contains: (7) The Role of Theory in Improving Evidence-Based Career Interventions (Nadya A. Fouad); (8) Meta-Analysis and Evidence-Based Career Practice: Current Status and Future Directions (Steven D. Brown); (9) Conducting General Versus Population and Setting-Specific Meta-Analyses (Susan C. Whiston); (10) Improving the Design and Use of Meta-Analyses of Career Interventions (Betsy Jane Becker); (11) Personal Reflections on a Career Spent Creating and Sustaining Researcher-Practitioner Collaborations (V. Scott H. Solberg); and (12) Summary of Key Elements in Using Theory and Research to Improve Evidence-Based Practice (Patrick J. Rottinghaus). Section 3, A View from the Editor's Desk: Ensuring Quality in Theory, Research, and Practice contains: (13) Ensuring Quality in Theory, Research, and Practice: "The Career Development Quarterly" (Ryan D. Duffy); (14) Integrating Theory, Research, and Practice: A Viewpoint from a Member of the Editorial Board of the "Journal of Career Assessment" (Itamar Gati); (15) "Journal of Career Development": Recommendations for Future Journal Practices for Integrating Career Theory, Research, and Practice (Lisa Y. Flores); (16) Ensuring Quality in Theory, Research, and Practice: "Journal of Employment Counseling" (Dale Furbish, Angie Smith); (17) Integrating Theory, Research, and Practice in Vocational Psychology: Perspectives of a "Journal of Vocational Behavior" Editorial Board Member (Donna E. Schultheiss); (18) The Role of Refereed Journals in Integrating Theory, Research, and Practice (Kimberly A. S. Howard); (19) Integrating Theory, Research, and Practice: Lessons Learned from the Evolution of Vocational Psychology (David L. Blustein); and (20) The State of the Art in Integrating Theory, Research, and Practice in Vocational Psychology (James P. Sampson, Jr., Emily Bullock-Yowell, V. Casey Dozier, Debra S. Osborn, Janet G. Lenz, Nathan T. Ross). A keyword index and an author index are included.