Educational leaders must be perceived to act consistently and with integrity. When leaders are conscious of beliefs and values, they will act spontaneously in a consistent manner, and their actions, embedded in their beliefs, will have an underlying harmony. School principals must embrace the concept of empowerment and dignity of the individual…

This book is a collection of 10 teacher-developed instructional units at the high school level which are compatible with the principles and theories of the North Carolina Curriculum Framework for Gifted Education. The units can be used in a variety of settings, are designed to develop basic competencies, and include specific strategies uniquely…

As career education calls for business educators to be concerned with developing students' work values as well as teaching skills, school experiences should be structured to influence work values development. The author discusses the nature of values, group differences, strategies for personal value sharing, industry-school interactions, and…

The guide offers 13 modules on integration and reentry of foreign students returning to their home countries, designed to span the period from first arrival at the U.S. university to the final return. Stressed is the need for students to adapt to unexpected problems on their return due to both changes in their home situation and changes in…

This book is a collection of 10 teacher-developed instructional units at the elementary/middle grade level which are compatible with the principles and theories of the North Carolina Curriculum Framework for Gifted Education. The units can be used in a variety of settings, are designed to develop basic competencies, and include specific strategies…

Reflection on religious issues is an essential part of education. In secular colleges and universities, religious topics under study should be highlighted, with discussion, challenges, and critique encouraged, not dismissed or ignored. Faculty should openly express their convictions when relevant to the subject or a student's concern. Dialogue can…

In these increasingly rootless and spiritually vacant times, high school students, living through the difficult years of adolescence, have much to gain from Catholic schools, including the opportunity to learn and identify with a venerable religious and moral tradition. This 10 chapter guide outlines the various aspects of teaching religion in…

Humanities courses in the discussion format can clarify existential problems of the human condition that face students. The craft of teaching lies in assisting the learner out of ignorance into an increased awareness of what it means to be humanly alive. The teacher as catalyst is described. (MLW)

Questionnaires returned by 105 faculty at Drake University (Iowa) indicated that student traits and competencies most valued by faculty were (1) personal development, (2) research activities, (3) conscientiousness, (4) self-confidence, (5) student activities and community service, (6) oral communication skills, and (7) questioning. Results have…

Ways to define the outcomes of college experiences are discussed, along with the use of assessment information to improve curricula, instruction, and management. The analysis is based on the National Center for Higher Education Management Systems/Kellogg Student Outcomes Project. It is proposed that institutions achieve educational excellence by…

This study examined the relative importance of curricular, classroom, and out-of-class experiences on learning related attitudes and values of freshman college students after taking into account certain precollege characteristics of new students, including initial levels of interest in learning. Specifically, the study looked at students' formal…

Changes in the academic and social self-concept and the civic and business orientations of students who attended different types of institutions were studied longitudinally. Data were obtained from a Cooperative Institutional Research Program survey of 4,621 freshmen entering college in 1971 and a followup of those students graduating in 1980.…