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)

Suggests three long-range, humanistic goals of English teachers for their students--imagination, power, and understanding; a paper presented at convention of National Council of Teachers of English (Washington, D.C., November 28, 1969). (RD)

Describes a one or two night camping trip for fifth graders that is part of the Madison, Wisconsin forest program, created to give students a concentrated study of nature and provide the experiences of group living. (RB)

A set of behavioral objectives for an introductory sociology course is suggested, stressing the "sociological perspective", methodological understandings, the ability to deal critically with sociological materials, and selected content areas. (Author/DE)

Although not all instructional goals can be expressed as behavioral objectives, most of them should be. Behavioral objectives are advantageous because they (a) aid in communicating instructional goals, (b) provide direction for teachers, (c) provide motivation and direction for students, (d) facilitate identification of prerequisite knowledge or…

A complete and comprehensive course of study in acting fundamentals for the junior college is presented. Its overall goals are to develop individual sensitivity and creativity, without neglecting essential skills and traditional theatrical and academic values. Justification of major course objectives in the junior college curriculum, presentation…

This booklet was developed in response to Ohio Education Association members' concern in developing behavioral objectives. It characterizes well-formulated behavioral objectives as: (1) stated in precise language that clearly defines the behavior; (2) establishing a performance or behavior expectancy level; (3) describing the conditions under…

A beginner's course in drawing is presented. Course content covers a history of drawing, contemporary drawing, and techniques. Students will be expected to be familiar with history and technique at the end of the course. (CK)

These instructional objectives, written by Ronald Gibson have been selected from materials used at Golden West College (California). These objectives are offered simply as samples that may be used where they correspond to the skills, abilities, and attitudes instructors want their students to acquire. These objectives may also serve as models for…

These instructional objectives, written by Thomas Gripp and Anna Marie Thames have been selected from materials used at Golden West College (California). These objectives are offered simply as samples that may be used where they correspond to the skills, abilities, and attitudes instructors want their students to acquire. These objectives may also…

These instructional objectives, written by Joyce I. Kupsh, have been selected from materials used at Golden West College (California). These objectives are offered simply as samples that may be used where they correspond to the skills, abilities, and attitudes instructors want their students to acquire. These objectives may also serve as models…

The affective domain, central to the learning process, cannot be ignored, regardless of difficulties involved in behavioral objective preparation and evaluation. A chart (available by mail) has been prepared to assist in the preparation and measurement of student behavior at levels of the affective doman defined by Krathwohl, et al. (DTT)