Instructional product development--the purpose of which has been to create materials which produce in an identified population of users demonstrable changes in behavior, in accordance with prespecified and specific objectives--generally adheres to a pattern which includes planning, formulating, prototyping measures and materials, field testing,…

This article is designed to assist planners of inservice programs to broaden the range of courses and other types of activities offered within their system of training. Five basic dimensions of an inservice course must be considered: time, people, form, objectives, and sponsor. These dimensions are expanded into a comprehensive working checklist…

This publication is basically a catalog that presents summary descriptions of approximately 50 innovative instructional and management practices developed by school districts and other educational organizations in the state of Oregon. Most of the programs listed were developed using federal funds, though several were financed entirely by the state…

This annotated bibliography lists 195 publications related to the broad topic of nonformal education. Entries are organized in five sections that focus in turn on the definition and scope of nonformal education, functions of nonformal education, delivery systems for nonformal education, target areas for nonformal education, and bibliographies…

This mission statement expresses purposes of the State University of New York at Albany, and is the opening essay in a planning process that is the responsibility of the Office of Academic Planning. Focus is on the pertinent elements of mission and on criteria for institutional development. The statement contains the following: historical…

A framework is presented for district long-range instructional planning which takes into account the financial uncertainty caused by the funding cuts of California's Proposition 13--the Jarvis-Gann initiative of 1978. (SJL)

Describes the five-phase CAP (Competency Analysis Profile) system for developing competency-based training programs for adults. The five phases are development of the profile, validation of the profile, specification of competencies, preparation of learning resources, and establishment and management of delivery systems. (EM)

In a recent letter to NJEA President Frank Totten, Education Commissioner Fred Burke reviewed his Department's approach on the T & E (Thorough & Efficient) Law and its accompanying Administrative Code. (Editor/RK)

Reviews the status of competency-based high school graduation requirements in Oregon, Minnesota, and Alaska; explores problems of testing certain competencies; and presents a directory of 10 competency-based programs. (AV)

A horticulture instructor outlines various methods of getting information from the horticulture industry for use in planning instructional programs to fill industry needs. He suggests that student learning packets to implement the program could be developed with the assistance of industry. (MF)

This article argues that students of management can better grasp their subject matter by an organizational-imitation approach. To test this statement, two experimental courses in management were conducted by the author in a business administration school of a midwestern, state, urban university. Results are examined. (CT)

Presents American Council for the Teaching of Foreign Languages guidelines, intended to serve a program development function, for the preservice preparation of foreign language teachers, focusing on the areas of personal, professional, and specialist development; communication skills; acquisition; leadership; child development; curriculum…

The approach used by the University of Pennsylvania School of Medicine for developing management systems that promote change and encourage innovation is described. The major elements of this scheme are: centralization of administrative functions, communication networks, consensus among constituencies, teaching performance in promotion process, and…

The author describes the work of the Richmond, Virginia school board that has devised a plan to coordinate vocational and academic programs. The article discusses the emphasis on career counseling, major elements of the program's policies, program budgeting, and the move to gain support from Richmond's business and industrial community. (CT)

When the State of Utah implemented a comprehensive guidance program, it began with a state-sponsored training of school guidance teams. Successfully identifying and displacing non-guidance activities (NGAs) in the comprehensive guidance program was a complicated process and was dependent upon communication and building positive relationships with…