Most educational objectives can be classified as either mastery or developmental. For mastery objectives, teachers can develop satisfactory assessment instruments relatively easily and can describe student achievement as "can do" or "can't do." For developmental objectives, there are a number of evaluation methods, and student progress varies in…

In recent years, political and social studies have been under revision in the individual states of the Federal Republic of Germany. Many states have issued framework guidelines for the various school branches and levels to provide teachers with orientation aids. Progressive educators see the goal of political and social studies as being more than…

In order that theatre education may contribute significantly to theatre art and to society, five problems must be examined: (1) the qualifications of individual instructors and the quality of theatre programs; (2) the need for a good laboratory program "to teach theatre and let theatre teach," with play production serving only as an extension of…

Career education is a new approach that should be designed to develop a clear perspective of the students self and his role for a productive and satisfying life. Therefore, the initial and continuing priority in career education should focus on the student. It also necessitates career preparation for all students. The emphasis, however, should be…

Asserts that universal educational opportunity is essential to the achievement of peace and prosperity. Refutes the premise that there is no time for humanities instruction in two-year college vocational programs. Argues that well-planned and well-presented humanities instruction in programs for technicians can lead to lifelong learning after…

Three major goals that are consistent and mutually reinforcing are identified: quality education, student development, and retention of students. The factors that encourage persistence in college also increase the benefits of a college education. (MLW)

A definition of excellence for campus activities and some methods for achieving it are offered. Eight standards to enhance the achievement of excellence are discussed including: institutional support, philosophy statement, theoretical base, professional staff, focus on student, high expectations, student involvement, and assessment and feedback.…

This monograph on learning communities and the first-year college experience presents 12 chapters which combine theory with examples of good practice and recommendations for building and sustaining effective learning communities. Following an introduction by the editor, the included chapters are: (1) "What Are Learning Communities?"…

Charges that education in this democracy is not democratic. Reviews the humanistic trend in education from 1960 to the present. Suggests public schools are charged with the responsibility of preparing students for a future society and, in this interest, should promote more democratic instruction which requries more democratic leadership. (JAC)

Describes an intentional student development model which can be used to prepare students for new work relationships between the sexes. Lists important objectives for integrating the sexes in organizational environments. Compares current strategies for achieving sex-equity. Suggests learning activities which include cognitive and affective…

The author suggests that the primary purpose of vocational education is to promote human development by exposing the learner to intrinsically meaningful activities. The criterion for evaluating vocational education from this perspective is the growth of students' personal qualities. (SK)

Intellectualism and impersonalism are seen as making many academic activities miseducative. It is advocated that academics organize curricular and extracurricular activities to direct students toward an understanding of themselves and the world in which they live. [This issue commemorates JHE's 50th year. Reprints of notable articles (HE 511…

Two divergent views concerning how experiential educators affect social change. The first editorial views experiential education as promoting the individual development of students but asserts that this alone does not lead to political action. The second editorial suggests that experiential education processes teach the art of compromise and…

This article urges a constructive dialog between artists and educators in order to establish a new direction for the education of youth with special talents in the arts. The fundamentals of artistic talent are discussed, followed by consideration of effective means to identify potential talent and develop talents in all students, including…

Highlights the issues that have shaped the way arts education is being practiced in Australian schools; in particular, how arts education is viewed in a cross-curricular perspective and how the arts relate to the key competencies and vocational education. Recommends that educators advocate the contributions each of the arts make to student…