The G-C-O-LP-G development plan is a step by step procedure for the development of a Goals-Concepts-Objectives-Lesson Plan-Guide which may be used by instructional leadership personnel. (Author/CB)

Discusses advantages and disadvantages (to the counselor) of stating objectives in terms of observable behavior; also problem of demonstrating that guidance objectives are part of general educational objectives. (Author)

States that a major source of frustration for the second language teacher is the difficulty of bridging the gap between the formal aspects of language and the exploitation of the language in authentic situations. Suggests steps that can be taken to overcome the problem and to meet students' expectations. (MES)

Reports on the state of strategic planning for education and training in service industries, manufacturing, retailing, and entertainment organizations. A questionnaire surveyed 200 training managers in organizations of over 5,000 employees headquartered primarily in the Pacific Northwest and revealed that strategic planning is becoming a priority.…

Developed for newly appointed or experienced college instructors, this monograph presents a process for specifying instructional objectives. After chapter 1 provides background on the process of writing learning objectives, chapter 2 defines the terms, "goals,""objectives,""instruction," and "learning." Chapter 3 provides the instructor with a…

A method to evaluate instructional objectives is considered; 1) it is based upon child behavior, and 2) it is a means of evaluating objectives apart from instruction. (Author)

Evaluation is the process of determining the extent to which specified objectives have been reached. As a professional tool, it is used to (1) appraise the achievements of individual students; (2) diagnose the learning problems of an individual student or class in order to devise future teaching strategies; and (3) appraise the effectiveness of…

The central question in this study was: can staff members responsible for administering ESEA Title III (Projects to Advance Creativity in Education, PACE) in five states comprehend PACE intents in a manner comparable to that of the United States Office of Education (USOE) staff responsible for the national administration of the act? It was…

This kit contains everything needed to explain, criticize and plan, simulate, and evaluate a management by objectives (MBO) program. The kit has been field tested in state agencies, schools, businesses, and volunteer organizations. Rather than present only the strengths of MBO, this program defines MBO, presents its strong points in discussing the…

This bibliography contains over 500 references to articles, journals, documents, and books on management by objectives and goal setting. The citations are arranged in alphabetical order by author. (DN)

A need exists for a more clear-cut description of how the taxonomy of educational objectives can be implemented in the school setting. In answer to that need, a way is shown to formulate specific behavioral objectives within the hierarchy of the major levels and sublevels of the taxonomies as set forth by Bloom (1956) and Krathwohl (1964). To…

This collection contains 233 objectives and related evaluation items for mathematics--grades four to six. The following categories are included - (1) sets, (2) numbers, numerals, and numeration systems, (3) operations and their properties, (4) measurement, (5) geometry, (6) relations, functions and graphs, (7) probability and statistics, (8)…

The thesis of this paper is that the ideas expounded in the booklet "Educational Accountability", by Arthur W. Combs, do little to clarify the issues and that a very limited and biased delineation of educational accountability and its behavioral objectives has been presented. It seeks to clarify the situation by examining the ideas of Combs in…

This paper is concerned with the question of how the value systems of individuals may be clarified and applied in the science classroom and in the real world outside. Science teaching is considered as occurring on three levels: the fact level, the concepts-process level, and the values level. The fact level was often stressed prior to the 1960s,…