Several suggestions to provide for follow-on training, enrichment, or remedy which will extend or reinforce what is learned in the classroom, seminar or workshop. (RB)

Paper presented at the third meeting of the Central States Conference on the Teaching of Foreign Languages, April 15-17, 1971, in Detroit, Michigan. Reactor's statement to Florence Steiner's Individualized Instruction", FL 501 691. (DS)

In order to establish a simple, logical relationship between the many elements involved in the new social studies such that they may sensibly be used in the classroom, certain basic questions with answers are spelled out here. (Author/JB)

Describes a science-based three dimensional model (affective, cognitive, and processes and skills) for environmental education for grades K-12. Provides illustrative behavioral objectives and suggests lists of content and learning experiences suitable for primary, intermediate, middle school, and high school students. (AL)

The systems concept, analysis and synthesis, systems design, behavioral objectives, feedback, and flowcharting are briefly explained, followed by the application of the systems technique for a generalized model for the establishment, operation, and maintenance of a counseling and guidance program. (Author)

Chief executive officers and recruitment personnel participate in a study to pinpoint what can be done to upgrade the educational preparation of students readying for finance careers. (Author)

Discusses recent approaches to curriculum design and educational research, and questions the desirability of behavioral objectives. Pleads for allowing students to set their own objectives (the intrinsic approach) rather than coercing them to achieve objectives set by curriculum designers. Discusses five assumptions basic to this approach. (EB)

Explores the five general patterns of entropy in organizations and shows how they can be conceptually mapped onto a single model. Elaborates on the model to indicate the broad utility of this concept for persons responsible for organizational control. (Author)

Based on the belief that affective education cannot be left to an informal process of "warm fuzzies," the system described here is a structured instructional program with specific affective objectives and a scale for monitoring achievement. (Author/JM)

An achievement training program based on observation of personal characteristics of high achievers is described; responsibility for performance is borne by the participant/student. (JMF)

Should student personnel departments implement MBO (management by objectives)? Yes. Experience and research have shown that MBO can have a positive effect on key aspects of campus management. To do this, however, the college must make a substantial, ongoing commitment to the program, and the program must have campus-wide support at all levels.…

Explores concerns over the direction the field of organizational behavior is developing. Karl Weick identifies approaches to theory building that are misleading. Peter Frost identifies blind spots in teaching and application. Walter Nord compares both papers. The authors offer their views on directions in which the field might move. (Author/BEF)

The design of an internal program evaluation system requires (1) formulation of program, operational, and institutional objectives; (2) establishment of evaluation criteria; (3) choice of data collection and evaluation techniques; (4) analysis of results; and (5) integration of the system into the mainstream of operations. (SK)

Describes a process used to involve community, staff, and students in goal-setting in the Australian Open College of Further Education. (JM)

Study compared teachers' attitudes toward human nature (trustworthiness, altruism, independence, and strength of will) with their interest in using affective methods. "Typical" prospective user of affective methods was female, with strong negative belief in the altruistic characteristics of people. (DS)