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Bindley, Peter; Barry, Malcolm – Adult Education (London), 1982
The authors question the adequacy of the traditional response by the educational community to the needs of the unemployed and the assumptions inherent in the type of courses provided. (CT)
Descriptors: Adult Education, Conventional Instruction, Economic Factors, Political Influences
NJEA Review, 1979
This article notes that art education is suffering in the current financial crisis because it is erroneously viewed as (1) fun and, therefore, not educational and (2) geared toward only the artistically talented. Listed are 12 components identified by a state supervisor as common to successful school art programs. (SJL)
Descriptors: Administrative Principles, Art Education, Elementary Secondary Education, Program Design
Peer reviewedGuerra, Fernando A. – Children Today, 1980
Descriptors: Delivery Systems, Health Needs, Health Services, Hispanic Americans
Peer reviewedDeiulio, Anthony M.; Deiulio, Judith Moore – Kappa Delta Pi Record, 1980
Gifted education suffers from poor financing, fears of elitism, and problems in student identification. Appropriate definitions, selection procedures, and instructional techniques now exist for gifted education. It is time to make a commitment to these students who, contrary to popular belief, cannot ordinarily develop to their full potential…
Descriptors: Administrative Problems, Definitions, Elementary Secondary Education, Federal Programs
Berdine, W. R.; Petersen, James C. – Journal of Business Education, 1980
The importance of the marketing plan is stressed as an integrative device for teaching marketing management, and a structure is presented to assist students in designing a marketing plan. Components of this plan include marketing objectives, targeting market and buying motives, external environment and competition, product, price, and promotion.…
Descriptors: Administrator Education, Economics Education, Higher Education, Marketing
Young, Benjamin I., Jr. – Training and Development Journal, 1980
The author presents a developmental model designed to help productivity improvement and professional development become an integral part of the natural everyday work experience. Examples and a summarized model are included. (CT)
Descriptors: Employer Employee Relationship, Interpersonal Relationship, Models, Productivity
Suess, Alan R. – School Shop, 1981
Speculation about the future is an important aid in making decisions regarding the direction and emphasis of a current teacher education curriculum. The challenge faced by teacher educators is to design programs that look to the future, yet prepare beginning teachers for today's school environment. (CT)
Descriptors: Curriculum Development, Futures (of Society), Program Design, Teacher Education Curriculum
Peer reviewedWashington, Roosevelt, Jr.; Chisolm, Grace B. – Planning and Changing, 1979
Argues that school personnel should recognize and understand that the staff development process is a series of interrelated phases that should be followed and that these phases occur within the context of a particular social organization. (Author/IRT)
Descriptors: Elementary Secondary Education, Inservice Education, Organizations (Groups), Program Design
Peer reviewedKlein, Jerry W. – Educational Leadership, 1979
Presents a four-step process for staff members interested in designing their own mastery learning program. (Author/JM)
Descriptors: Educational Objectives, Elementary Secondary Education, Mastery Learning, Program Design
Rundell, C. Reid – Phi Delta Kappan, 1992
From a businessman's viewpoint, the New American Schools Development Corporation (NASDC) offers a singular opportunity to help this nation create a Saturn-like experience for education, school by school. As Saturn revolutionized the way cars are built, NASDC can revolutionize the way children are taught. The 11 winning projects have real potential…
Descriptors: Awards, Educational Change, Educational Quality, Elementary Secondary Education
Hochbaum, Godfrey M.; And Others – Health Education Quarterly, 1992
Health education practitioners often neglect theories, possibly because of lack of training in their use or misunderstanding of their contribution to practice. Ways to make them more useful include (1) identifying helpful data; (2) fitting theories to projects and anticipating problems; (3) selecting appropriate theories; and (4) using parts of…
Descriptors: Behavioral Science Research, Health Education, Program Design, Program Implementation
Peer reviewedSork, Thomas J. – New Directions for Adult and Continuing Education, 1991
Four types of program failure are (1) termination before implementing a planned program; (2) insufficient enrollment; (3) failure to meet participant expectations; and (4) failure to achieve objectives. Speculations about probable causes of failure can lead to principles for improving practice and to theories about program failure. (SK)
Descriptors: Adult Education, Continuing Education, Failure, Planning
Buchanan, Peter McE. – Currents, 1991
The president of the Council for the Advancement and Support of Education talks about why college advancement officers need to rethink, restructure, and communicate better about their fund-raising campaigns, in light of public perceptions that the institutions are greedy and not managing resources efficiently. Emphasis is on carefully defining…
Descriptors: Fund Raising, Higher Education, Information Dissemination, Objectives
Peer reviewedRicks, Frances – Journal of Cooperative Education, 1996
Cooperative education should foster self-directed learning, reflective practice, and transformative learning; integrate school and work; offer collaborative experiences; ground experiences in adult learning theories; ensure relevant, meaningful experiences; use advanced technology and delivery models; be defined through program and curriculum; and…
Descriptors: Cooperative Education, Education Work Relationship, Educational Objectives, Educational Principles
Peer reviewedHaring, Marilyn J. – Peabody Journal of Education, 1999
Explores possible causes of low durability and impact for minority mentoring programs. Recommends designing such programs with a conceptual base to ensure meaningful goals and practices. Emphasizes designing programs based on a cogent definition of mentoring, reflection on roles within mentoring relationships, and consideration of cultural and…
Descriptors: College Students, Diversity (Student), Higher Education, Mentors


