Article examines why the universities have not accepted behavioral objectives. (HB)

More than 960 titles of bibliographies, texts, research reports, journal articles, theses and dissertations, conference presentations, and proceedings, monographs, programed instruction, instructional packages and multimedia kits appear in this bibliography. The major portion of these entries were either published or became available between 1965…

The taxonomy adopted for use with projects operating under the auspices of the Florida Educational Research and Development Program embodies five primary categories: motor skills, verbal information, intellectual skills, cognitive strategies, and attitudes. Performance objectives are classified in terms of the learning process required for the…

Poses a question which inquires about the need for behavioral objectives, the possible uses they may have, and the educational functions that may be conceived for them. (Author)

In the right hands, learning objectives are great tools for clarifying thinking, breaking down learning into component parts, creating a logical order to learning, and demonstrating that a learning intervention is successful. Mostly, however, they have become cliches. With the industry's tendency to use them as pro forma media bites, they tend to…

This article examines some of the common criticisms of behavioral objectives and attempts to offer possible clarification regarding the nature and value of such objectives." (Authors/AK)

Provides a pro and con discussion of the use and/or worth of behavioral objectives in the teaching of children's literature; also provides a list of behavioral objectives one author used. (HOD)

This document presents a list of behavioral goals in the cognitive domain, developed to describe a graduate of the Newark College of Arts and Sciences teacher education program. The goals are classified according to Bloom's "Taxonomy Handbook I," and fall into the following categories: knowledge (remembering, recognition, or recall of…

This manual, specifically designed to accompany formal instruction in the writing of behavioral objectives, is also intended for use by individuals desiring knowledge of behavioral objectives and behavioral domain concepts. The introductory chapter on rationale for use of behavioral objectives outlines an instructional cycle designed to aid…

A history teacher suggests ways to approach the development of a set of working behavioral objectives in both the cognitive and affective domain. (KM)

Draws on literature dealing with teacher effectiveness for an examination of four topics central to accountability -- the concept of the good leaders,'' the complexity of the teaching-learning process, the limitations of outcome measurement, and the importance of longrange outcomes. (Author/JF)

Co-article response to Mr. Ferguson's article in the same publication rebutting the objections he raised to the use of behavioral objectives in the teaching of English. (RB)