Discussion of personalized instruction focuses on reading education and presents a systems model for teachers called a Teacher System for Personalized Instruction (TSPI). Topics discussed include diagnosing the needs of the learner; self-paced learning; motivation; achievement; mastery learning; evaluation plan; and cognitive, affective,…

Presents a systems model for developing instruction in the affective domain and offers a checklist for instructional design. Topics discussed include conducting a needs assessment; behavioral objectives; sequencing affective objectives; the relationship between affective and cognitive behaviors; selecting instructional procedures; and designing…

Describes a model for identifying and meeting needs of entire organizations and the society which the organization serves, and suggests ways to integrate these into planning, development, and organizational success. It is suggested that training success can be improved by decreasing focus on means and getting more precise about results. (MBR)

Identifies six critical success factors to rethink performance improvement following the terrorist attacks of September 11. Topics include moving out of traditional paradigms to use wider boundaries for planning and continuous improvement; focusing on end results; levels of planning; ideal visions; preparing clear, measurable objectives; and…

An algorithm or decision chart is presented which provides basic decision steps to help management decide what data should be collected to derive valid and correct objectives, and to determine what levels of objectives will be selected relative to products, outputs, or outcomes of an organization. (MBR)

Resource room teachers, special educators, and regular education teachers participated in a federally funded inservice training program designed to analyze teacher needs related to instructional aspects of the Individual Education Program (IEP). (MER)

Outlines a technique for setting priorities among competing needs, and examines the strengths and weaknesses of several popular needs assessment models. Relevance of goal attainability and force field analysis to curriculum decision-making is also discussed. (RAO)

Discusses linear, or systematic, instructional design and development, including a 15-step model. Topics include needs assessment; formative evaluation; performance objectives; instructional materials development; pilot testing; design alternatives that challenge linear instructional design, including constructivism, anchored instruction, and…

Discussion of three basic goals of education--retention, understanding, and active use of knowledge and skills--focuses on information processing technologies and educational practices surrounding the idea of constructivism. Highlights include the five facets of a learning environment and the relationship of constructivism and technology,…

Delineates the differences between simulators and training devices, and discusses the possibility of inadequate training when simulators are used as training devices. Guidelines for appropriate training device development using a behavioral learning approach are presented. (13 references) (CLB)

Describes a management-oriented system for the evaluation of educational programs for gifted children in public schools. Referred to as the Program Analysis and Review System, the approach comprises three sequential steps of program specification, documentation, and outcome determination, which are discussed in detail. (MBR)

Presents a four-step conceptual framework for designing workshops to teach educators software infusion (SI), i.e., the use of computer software to enhance instructional effectiveness in school academic areas. Suggestions for implementation and sample worksheets accompany the discussions of each step. (MBR)

Discusses diversity in the workplace and offers guidelines for practitioners in designing, developing, and implementing diversity training. Highlights include linking the diversity initiative to the organization's mission, cultural climate assessments, reviewing policies and procedures, needs assessment, learner analysis, establishing objectives,…

Presents a systematic approach for small colleges to plan effectively for the acquisition of information resources, i.e., computers and telecommunications, based on five recommendations: (1) assign task force to assess needs; (2) establish institutional goals; (3) identify the technology required to meet the goals; (4) determine financial…

Presents a program planning model to be used in developing educational experiences for adult learners in university and continuing education settings. Highlights include general characteristics of students; previously learned competencies; needs; objectives; instructional design; delivery; evaluation; administration and management; and research.…