Three checklists to evaluate the effectiveness of advisory committees are provided. Checklist 1 monitors details of organizational structure and procedures, the second reviews interpersonal relations techniques, and the third rates the content of a management plan. (SK)

The difference between teachers whose classes run smoothly and teachers whose classes are out of control is that the effective teachers speak carefully, take time to give examples, and articulate reasons. Checklists are provided for developing a classroom management plan to reinforce productive behavior and rule out problems. (MT)

Evaluating training programs through the use of checklists is explained. One sample checklist is presented for use by managers, supervisors, and/or evaluators for the program design and developmental process evaluation. Another checklist is presented concerning learning conditions. (CT)

Lists a series of questions involved in the purchasing process to establish the three most important criteria for a purchase: quality, service, and price. (MLF)

Outlines service costs, meal planning, and physical arrangements for those in charge of meal functions, whether they be large board dinners or small administrator luncheons, and held at restaurants, hotels, or school cafeterias. (KS)

Describes the general principles of a nonexperimental learning theory-based courseware evaluation which calls attention to instructional sequences in the courseware to determine if the sequence is programed around learning principles. The results of using this type of evaluation for two computerized training devices are summarized. (MBR)

A checklist of elements that should appear in every college's marketing plan are included: objectives, a market analysis, a list of potential markets, ideal marketing plan for each market or audience, a modified plan that fits needs and capabilities, and an accurate timeline and budget for the revised plan. (MLW)

Bylaws constitute one of the most important legal documents in the portfolio of a public college or university board. They articulate the board?s responsibilities and establish the "rules" by which the board organizes itself to do its work. Bylaws begin where a public institution's statutes or constitutional provisions leave off. They build on…

This handbook was developed as a means for self-assessment to assist school business officials in determining the efficiency of the business office's planning, procedures, and operations. It does not include every possible procedure or task performed in the business office. It is intended, rather, as a broad-based checklist of those operations and…

The usefulness of a Client Characteristics Checklist that has been used in many programs sponsored by the Wilder Foundation over 10 years was studied. The checklist is used to document a variety of potential risk factors and descriptive characteristics of individuals and families served by Foundation programs. Client characteristics across the…

The University of Illinois, Urbana-Champaign (UIUC) Library, the third largest academic library in the United States, houses one of the best Africana map collections in the United States. This checklist is intended to provide scholars and other map users with sufficient information to locate and examine maps of Africa in the UIUC Library. The…

This technical manual provides detailed guidance to building owners, asbestos program managers, and operations and maintenance (O&M) workers for managing asbestos-containing materials (ACM) in buildings. The manual addresses four different types of ACM found in buildings and three different levels of precaution which may be warranted by…

A look at dishwashers should help budget-conscious administrators decide which equipment is best for their particular food service operation. (Author)

Teachers who believe that the school's evaluation program respects due process rights are better able to provide the diversity of educational thought and opportunity so necessary to effective school programs. (Author/MF)

An experiment was conducted to determine whether a correspondence exists between what students say they know, and what they actually know as shown by an achievement test. Results suggest that for survey purposes, asking people whether they possess information may be a satisfactory method for determining their knowledge. (MS)