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Bishop, Edward W. – 1976
The problems of alcohol as it affects highway safety is the subject of this manual which was prepared for a three-day training workshop. This planning guide contains a course outline as well as administrative guidance for the initiation and conduct of a management training program. The five major parts of the document are as follow: (1) summary of…
Descriptors: Administrator Education, Administrator Guides, Alcohol Education, Police
Walz, Garry R.; And Others – 1978
A two-day training program is described that may be used by individuals or in preservice or inservice experiences to teach participants the knowledge and skills required to design, develop, and evaluate competency-based career guidance programs in whatever their work setting may be. It is appropriate for all career guidance personnel, including…
Descriptors: Career Education, Career Guidance, Competency Based Education, Counselor Training
Peer reviewed Peer reviewed
Fillenberg, Carol K. – NASSP Bulletin, 1984
Middle level program planning involves three phases over three years: developing a written school philosophy, designing the curricular program, and implementing the plan to meet objectives. (Author/DCS)
Descriptors: Curriculum Design, Educational Objectives, Educational Philosophy, Educational Planning
Peer reviewed Peer reviewed
Cook, Gillian E. – English Education, 1985
Suggests that effective staff development involves a process that asks basic questions about the learner; about aims, goals, and objectives; about content; and about learning activities. (HOD)
Descriptors: Adult Learning, Elementary Secondary Education, English Teacher Education, Inservice Teacher Education
Hannafin, Michael J.; Barrett, Bradley K. – Phi Delta Kappan, 1983
The application of an educational planning model designed for involving a representative sample of school patrons in decision making is described with reference to the case of Gilbert, Arizona. The article focuses on the first of the model's three phases: prioritizing goals, curriculum development, and program design and evaluation. (MJL)
Descriptors: Community Attitudes, Community Involvement, Cooperative Planning, Curriculum Development
Peer reviewed Peer reviewed
Hendrickson, A. Dean – Arithmetic Teacher, 1983
A brief description is presented of a curriculum offered in one school system that applies much of the available research on how children learn. Materials used, goals for instruction, concepts emphasized, and intellectual processes engaged in each of grades kindergarten through third are noted. (MP)
Descriptors: Cognitive Development, Curriculum Design, Curriculum Development, Elementary Education
Herbert, Bruce E. – Journal of Business Education, 1982
Twelve suggestions are made for motivating students in self-paced business education programs. They are divided into three sections: (1) program design and organization, (2) grading, and (3) communication/public recognition. (CT)
Descriptors: Business Education, Communication (Thought Transfer), Grading, Individualized Instruction
Fowler, Earl C. – Florida Vocational Journal, 1979
Ways in which to organize a drive-in workshop are presented. They include selection of a chairperson, appointment of a steering committee, timing of the workshop, agenda, speakers, where to get information on drive-ins, awards, publicity campaign, and ways in which to boost membership in professional associations. (CT)
Descriptors: Cooperative Programs, Coordination, Information Sources, Professional Associations
Olds, Henry F. – Classroom Computer News, 1981
Some procedures for an inservice education program on computers are proposed. The program goal is to bring teachers to understand the microcomputer as a tool-making technology that asks people to learn how to teach it to do something. An inservice syllabus is presented in the form of a program. (MP)
Descriptors: Computer Literacy, Computer Science, Computers, Curriculum Development
Peer reviewed Peer reviewed
Shufelt, Gwen – Arithmetic Teacher, 1981
The programs provided for mathematically gifted students are divided into two categories, labeled enrichment and acceleration. These two types of programs are discussed and the basic forms of instructional patterns are presented, along with the pros and cons associated with each. (MP)
Descriptors: Academically Gifted, Acceleration, Curriculum Development, Enrichment
Peer reviewed Peer reviewed
Geruschat, Duane R. – Journal of Visual Impairment and Blindness, 1980
The article describes how to do an initial evaluation, establish rapport, set realistic goals, and establish an orientation training program with low-functioning deaf blind children. (PHR)
Descriptors: Children, Counseling Techniques, Deaf Blind, Evaluation Methods
Ouimet, Denis – Canadian Training Methods, 1978
Assesses the meaning of performance in organizations' training programs. Analyzes and critiques the scenario of typical training program designs. Proposes operational conditions essential to achieving performance in a training program. (CSS)
Descriptors: Decision Making, Employee Responsibility, Guidelines, Individual Power
Peer reviewed Peer reviewed
Carey, Deborah Allen – Planning for Higher Education, 1996
Three models of distance education that reflect different institutional needs and resources are described: a traditional system (Manchester Community Technical College, Connecticut); a flexible system designed for the current transitional nature of educational technology (Appalachian State University, North Carolina); and a technologically…
Descriptors: College Administration, College Planning, Comparative Analysis, Curriculum Development
Peer reviewed Peer reviewed
Smith, Robert M. – ACA Bulletin, 1990
Provides background on the general issues of performance assessment and suggests intervention strategies for department chairs. (KEH)
Descriptors: College Outcomes Assessment, Curriculum Development, Department Heads, Educational Objectives
Peer reviewed Peer reviewed
Symons, James M. – ACA Bulletin, 1990
Describes the creation of a set of outcome assessment guidelines recently developed for college and university theater programs. Categorizes outcomes in three ways: knowledge, skills, and attitudes. (KEH)
Descriptors: College Outcomes Assessment, Educational Objectives, Higher Education, Program Design
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