This booklet reports the proceedings of a conference of the Queens Association for the Education of the Exceptionally Gifted Child, Inc., held on 3 March 1973 in conjunction with the New York State Education Department and York College of the City University of New York. Five panel discussions are abstracted: "Identifying the Gifted and Developing…

The objectives of this phase, Phase 2, of the Schools and Neighborhoods Research Study were designed to yield research that would lead to action. The overall goal of improving communication and cooperation between the city, school district, and Seattle citizens was the basic consideration. The following were the objectives of this phase: to…

Given an actual case history, students learn to seek out necessary knowledge, analyze the situation, and make patient care management decisions. Discussed are: use of the method (and its promotion of active learning), the decision-making process, and lack of ready-made materials. A sample case study is included. (Author/MS)

Since 1970 North Hennepin Community College in Minneapolis has enrolled 3,411 in its Seniors on Campus program for senior citizens. The key to initiation and continuing development of the program described here is involvement of senior citizens themselves in the Senior Advisory Committee. (JT)

Working collaboratively, five community colleges and three universities designed a multiple entry and exit educational system that would meet the needs of both nurses and employers. The plan provides nursing education at five levels (from nurse's aide to master's degree) allowing continuous progression between levels. (Author/MS)

This monograph describes early child care in Israel along the following dimensions: historical perspectives, the status of disadvantaged minorities, cultural assumptions and values, division of responsibilities, planning, socialization, programs, professional training, information and communication, and research. Statistical tables include…

Investigates the perceptions of teachers, principals, and consultants concerning the importance of identified inservice activities, provided by a consultant, to implementing teachers. One hundred-forty-five educators participated in a program in which Science--A Process Approach (SAPA) materials were introduced. Collectively, educators considered…

Citizens' committees and advisory groups are one means of addressing the issue of accountability. This article suggests that such groups offer real potential to counselors for increasing their visibility, gaining substantive feedback and developing program improvement. Practical hints are included for the formation and operation of a Counseling…

Black educators of all specializations are urged to become involved in community adult education efforts. The author defines adult education, presents its basic philosophy, discusses legislation affecting it, sketches its history in black communities, and considers its potential for shaping the future. Guidelines are offered to ensure educators'…

An adult career education model emphasizes life designing and the junctions of a "complete" adult educator. The major goal is to insure student comprehension of what they are doing in their schools and what they will seek to do upon departure from their schools. (Author/LH)

Based on a 2-year-old faculty development program at an urban university, a model is derived that describes faculty development as an evolving process, beginning with low mutual knowledge and trust and an "expert" consulting role, developing into greater mutual knowledge and trust and a more "collaborative" consulting role. (Editor/JT)

Changes necessary for bilingual education to benefit everyone are discussed. (NQ)

Study tested a revised model for analyzing leader commitment in community educational programs. Survey of 272 leaders found dynamic behavioral commitments stronger predictors in latter programing stages than static personal possession-type commitments. Adult educators should consider these relationships in analyzing program situations, determining…

The differences in the developmental philosophies of vocational education personnel and special education personnel, and the effects of these differences on students, are discussed. The need to examine specific job skills, to work with groups and modify group-developed materials, and to look at individual students prescriptively are discussed.…