Describes a method for writing curriculum for journalism classes and publications courses, using the Outcome-Based Education model combined with a sequential developmental approach such as Bloom's Taxonomy. Includes learning objective examples and a list of journalism learner outcomes. (SR)

The president of Citizens for Excellence in Education offers his views as to why outcome-based education (OBE) is not workable. Suggests that, of traditional, transitional, and transformational OBE, only the traditional content-based system would greatly advance learning and that vocational education can lead the way. (JOW)

Employees often want training in areas that are irrelevant to their jobs or inconsistent with organizational objectives. A well-designed questionnaire can weed out training wants to uncover an employee's true training needs. (Author)

Discusses the direction of theater education, its curriculum, and goals. Lists qualities of educational theater described by the National Endowment for the Arts. States the 11 basic philosophical and operational concepts/principles of the Philadelphia Resolution, which was drafted by elementary and secondary theater educators. (PRA)

An 11-member DACUM team identified necessary instructional elements and student outcomes for process-based secondary technology education. A panel of 43 exemplary teachers then validated goals and objectives, resulting in a curriculum framework. (SK)

The draft resolution to be considered by the United Nations states that the purpose of criminal justice systems is to serve, protect, and promote the common good by minimizing harmful encroachments on human rights. It encourages nations to discount the stereotype that punishment is the best way to respond to crime. (SK)

Considers interrelationships among education, philosophy, and culture, focusing on how educational and philosophical ideals transcend individual cultures. Multiculturalism, as a value informing and governing educational endeavors, is rightly considered a transcultural (and sociopolitical) ideal. Transcultural ideals are actual and genuine. (25…

Interviews with 500 Australian extension professionals revealed fundamental differences in philosophy and objectives compared to those of California extension. Strengths and weaknesses of each model help illuminate the effects of privatization being considered in California. (SK)

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…

Findings of survey responses of 480 nursing students included the following: 42% undertook graduate study for personal or job satisfaction, 22% for professional status, 17% for job opportunities; 40% did not perceive barriers to study; and 49% did not expect employers to hinder study. (SK)

Depicts the Learning Square as a model of organizational learning processes with the following elements: multidimensional goals, shared vision, continual learning, and tacit knowledge. A case study illustrates its use in the development of information systems. (Contains 31 references.) (SK)

Discusses the new "public debate" movement, taking shape because of dissatisfaction with the current dominant philosophy of intercollegiate debate. Assesses the "public" style of the advocate, the mandated broadness of the argument, the role of evidence in the argument, and emphasis on oral communication. Posits that the…

The Acting Commissioner of the National Center for Education Statistics (NCES) outlines his goals for the agency. These include supporting the re-authorization of the NCES and increasing its support and information dissemination functions. (SLD)

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…

Asserts that although outcomes-led rational curriculum planning offers one way of creating coherent curricula in higher education, it is a poor approach to adopt. Describes an alternative, process model of curriculum creation and discusses the advantages it can have as an approach to planning coherent learning programs. (EV)