EDITORIAL COMMENT: GUEST COMMENTARY TEACHERS'THEORETICAL ORIENTATIONS AND THE REAL CLASSROOM

A four year‐study of teacher beliefs and conceptions about reading is reported. Teacher beliefs were determined outside the classroom context and while conducting instruction. It was determined that classroom teachers can articulate theories of reading outside the classroom but that their actual instructional practice is governed by a complex set of contextual factors. It is concluded that reading educators must not only teach reading theory but must also help teachers apply theory to the complex instructional context of classrooms.     

EDITORIAL COMMENT: GUEST COMMENTARY READING RESEARCH THAT NEEDS TO BE DONE: A MODEL FOR PRACTICING EDUCATORS

In this rather unorthodox commentary Dr. Gunderson takes a “tongue‐in‐cheek” look at the methods used to place students in reading groups. His “study” is meant to provide us with a humorous look at some of our approaches to research in reading. Normally, this kind of a disclaimer is not necessary but in the past we have published other laughable items (See, “A Physiognolinguistic Approach to Reading Assessment: An Alternate Form of Miscue Analysis,” by Dallas Cheek, READING PSYCHOLOGY, Vol. 4, No. 4, 1983, Pgs. 365‐368, and “Interaction Process Analysis of Sustained Silent Reading,” by John Mateja.RP Vol. 1, No. 2, 1980, Pgs. 121‐126.) and I have received several letters from our readers, not to mention the uncomplimentary “critical” reviews from our editorial advisors, making it quite clear that they have either missed the point or find nothing funny in these articles. Hope you can enjoy them as I and some of our staff have     

GUEST EDITORIAL MBR: RETROSPECT AND PROSPECT

It was hypothesized that paired-comparison judgments of multiple-cue profiles would be a joint function of instruction set,- cue-inconsistency, and individual differences. Thirty-one subjects judged all possible pairs of 22 profiles containing eight cues in an own-control, counterbalanced design. A comparison of instructions providing no attribute for judging similarity with those which did provide an attribute revealed systematic differences with respect to both the number and kind of perceived profile dimensions. However, within each instruction set individual differences emerged with respect to the perceived profile dimensionality which would have been obscured with a group-averaging multidimensional scaling procedure. Further, more individual difference variability was present in the instructional set providing no attribute for judgment. Finally, many subgroups of response-homogeneous judges were found to base their judgments of profile similarity on discrepant cues whereas others did not. The possibility was raised that resolution of inconsistent cues may involve either weighting of one or the other of the cues or utilizing an entirely new cue for judgment.     

GUEST EDITORIAL: Exploring Sport Psychology in the Discipline of Sports Coaching

Welcome to this special issue of Journal of Applied Sport Psychology dedicated to the psychology of sports coaching. In this editorial, it is our intention to provide some insight into the nature of sports coaching and the complexity inherent within the coaching process. Further, we offer some consideration of the importance of exploring sport psychology in the discipline of sports coaching before outlining the contributions contained within this issue. Finally, this special issue concludes with an editorial epilogue in which we offer some reflections and commentary on the psychology of sports coaching.     

GUEST REVIEWERS

No abstract available for this article.     

COLUMBINE: A COMMENTARY

A "poemtage" was created to express my thoughts and feelings about the massacre that took place at Columbine High School, Littleton, Colorado, on April 20, 1999. The story behind the creation of this poemtage is shared.     

GUEST REVIEWERS

No abstract available for this article.