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Schneider, Edward W. – Educational Technology, 2003
Discussion of performance analysis and improvement focuses on a performance system that is regulated by feedback from both internal and external sources. Discusses human performance technology (HPT), which focuses on the goals of the organizational structure; and explains the macrosystem, including metrics and standards; the microsystem; and…
Descriptors: Feedback, Organizational Objectives, Performance Technology, Problem Solving
Towle, Nelson J.; Merrill, Paul F. – Educational Technology, 1975
A report on the results of an informal assessment of students' perceptions of how they actually used behavioral objectives in a graduate level course. (Author)
Descriptors: Behavioral Objectives, Courses, Graduate Study, Student Behavior
Quilitch, H. Robert; And Others – Educational Technology, 1975
Author discusses how to bridge the gap between technology and application by actually giving them experience in applying effective techniques. (Author/HB)
Descriptors: Behavioral Objectives, Educational Programs, Program Development, Teaching Methods
Quilitch, H. Robert; And Others – Educational Technology, 1975
Author discusses how to bridge the gap between technology and application by actually giving them experience in applying effective techniques. (Author/HB)
Descriptors: Behavioral Objectives, Educational Programs, Program Development, Teaching Methods
Pierce, Harmon B.; Schroeder, Lee L. – Educational Technology, 1974
A discussion of how staff evaluation can keep pace with objective-based teaching and learning. (HB)
Descriptors: College Faculty, Evaluation, Evaluation Methods, Higher Education
Schwartz, Judah L. – Educational Technology, 1978
Professional educators as goal formulators are presented as the responsible agents of accountability. Norm- and criterion-referenced testing are compared and suggestions for accountability and goal development are given. (RAO)
Descriptors: Accountability, Criterion Referenced Tests, Educational Objectives, Norm Referenced Tests
Wager, Walter – Educational Technology, 1978
Functional relationships among domains of learning and a process of diagramming relationships between instructionally significant behaviors are discussed. (RAO)
Descriptors: Classification, Curriculum Design, Diagrams, Educational Objectives
Carpenter, Polly – Educational Technology, 1972
Descriptors: Educational Objectives, Instructional Design, Material Development, Methods
Burns, Richard W. – Educational Technology, 1972
Descriptors: Academic Achievement, Accountability, Behavioral Objectives, Educational Strategies
Wilson, Thomas C. – Educational Technology, 1972
Descriptors: Audiovisual Aids, Behavioral Objectives, Catalogs, Instructional Materials
Packard, Robert G. – Educational Technology, 1972
Descriptors: Individualized Instruction, Measurement Objectives, Measurement Techniques, Models
Lee, A. Maughan – Educational Technology, 1971
A brief description of a behavior classification system which plots student behavior against instructional styles. (AK)
Descriptors: Behavioral Objectives, Classification, Curriculum Design, Instructional Systems
Haring, Norris G.; And Others – Educational Technology, 1971
This article presents a few specific programs designed to accelerate appropriate social and verbal behavior" in preschool children. Appended are 23 references. (Author/AA)
Descriptors: Behavioral Objectives, Bibliographies, Preschool Education, Program Descriptions
Hung, David W. L.; Chen, Der-Thanq – Educational Technology, 2000
Discussion of the notion of a community of learners focuses on two objectives: social constructivism, or negotiating knowledge; and apprenticeship, or appropriating knowledge. Topics include appropriating knowledge based on stipulated instructional objectives; developing epistemological dispositions; activity theory; implications for instructional…
Descriptors: Apprenticeships, Educational Objectives, Educational Technology, Epistemology
Estes, Fred; Clark, Richard E. – Educational Technology, 1999
Summarizes the key questions and objections that have been raised about a model of "authentic technology" (proposed in two previous articles) and the supporting suggestions for implementing it. Explains why authentic technology is the lynchpin between theory and practice, between knowing and doing. Provides a brief summary of the…
Descriptors: Educational Objectives, Educational Practices, Educational Technology, Theory Practice Relationship
