Summarizes the reactions and perceptions of community members, educators, and students in l5 Iowa school districts who participated in community efforts to express attitudes towards needs assessment and the implementation of Phase I of the Phi Delta Kappa educational planning model. (JD)

The institution of results-oriented technology in delivering predictable learner success is explored. Models for the Systematic Approach for Effectiveness (SAFE), educational planning, and closed/open looped instruction and learning are offered. (RAO)

Taking as an example the reception of the Anglo-Saxon speech-act theory, it is shown how foreign language teaching in Germany has dealt with the ideas suggested by linguistics and the philosophy of language in setting and justifying teaching goals, in choosing and shaping teaching materials, and in methodology. (IFS/WGA)

An expressive encounter is the opposite of a behavioral objective. The instructional goals of the expressive encounter are emergent and generally aimed at skills and attitudes related to creativity and problem solving. A developmental lesson sequence is an integrated, sequential group of lessons that move toward a general goal. (Author/IRT)

Traces the goals and organization of public education during three periods in United States history--mid nineteenth century, 1890s to the depression of 1929, and the 1930s to the present. Concludes that it is of major importance today to reformulate the purposes of the common school to fit current social needs. (Author/DB)

In this paper the author shares his concerns about minimal competency testing, fearing that the minimum may become the maximum. He discusses this fear based on examples from the English curriculum--Language, Writing, and Literature. (KC)

Three epistemological domains for history are discussed: the present concrete world, chronological ordering, and ideas. The nature of the epistemic network is emphasized through the formula history presupposes as a recognition of the contemporaneity of the past and the historicity of the present. (Author/DS)

The author believes that in an organization such as MENC (Music Educators National Conference), long range-planning is, in essence, long-range hoping, and suggests that it is time for MENC to undertake a reevaluation of the GO (Goals and Objectives) Project as it applies to a new decade. (Author/KC)

Presents a university-developed framework for a peace studies program on the high school level. Objectives include to develop a critical peace consciousness, to help students become responsible decision makers in questions involving violence, and to gain a deeper understanding of human potential. Journal available from World Studies Resource…

To increase student competence in writing and other basic skills in undergraduate psychology courses, several psychology instructors devised a approach for integrating writing into existing psychology courses. Suggested writing activities include asking students to write down their ideas during class discussion and write summaries of readings and…

Stresses that studying about religion in the public schools is an appropriate endeavor according to the 1963 Schempp and Murray Supreme Court decision. The goal of religious educational programs should be the enhancement of understanding, not the promotion of religion itself. (Author/KC)

Several definitions of education are reviewed and the intentions of the educators who proposed them are viewed in historical perspective. Various educational objectives and philosophies are explored. (JN)

Suggests that six target areas in the teaching of theory and musicianship need more attention and emphasis: listening, analysis, music reading, creativity, music writing, and keyboard harmony. Discusses content and sequence in music theory and presents two sample applications. (SJL)

Claims that social studies classroom teachers have a responsibility to teaching writing skills as well as content. Offers a five stage instructional strategy as a means of helping students improve their writing. Stages are gathering information, classroom discussion, writing assignments, peer assessment, and writing a model paragraph. (DB)

Identifies nine dimensions of curriculum for use in evaluating curricular innovations: principles, objectives, student entry behaviors, assessment tools, instructional materials, learning experiences, teaching strategies, content, and time. (KC)