Guidelines developed at a national seminar establish goals and action steps for developing, expanding, and/or evaluating agriculture/agribusiness programs. America's role as a major food and fiber source for the world demands educated farmers. The guidelines apply to all levels of the agriculture education program. (AG)

Defines educational planning from differing perspectives and describes four bodies of knowledge bearing on the concept. Current uses of research by professors are depicted and future research and training needs bearing on planning are recommended. (Author/WM)

In this article faculty responsibility in several areas was considered, primarily responsibility for the conduct of the instructional process and responsibility to oneself and one's profession. (Author/RK)

Real work settings in the community offer learning experiences that cannot be duplicated in the school. The classroom teacher must know the experience program possibilities available in the community, and guide students to discover these possibilities. (KP)

Describes a mathematics program designed to enable students to feel secure in learning a subject that is often confusing. (RK)

Describes the Oregon Psychologists' Professional Development Project after one year of operation. (GB)

Describes a program for identifying potentially noncategorical disabled children while still at the preschool ages (3, 4, 5) and appropriate corrective programs. (Author/RK)

Author states a philosophy of education describing the significance of adult education at all levels in the development of a nation. (GB)

Author discusses guidelines on objectives, evaluation, and cooperative planning essential to good educational practice. (GB)

Author discusses the four components of planning: need, interest, organization, and accountability as they relate to an alternative school. (Editor)

The most exciting educational experiences in America are those in which busy adults are lifted out of the humdrum of daily preoccupations and routines and introduced to new ideas, challenges and perspectives. (Author)

A review of the research reveals that noncognitive variables are important in determining how well the socioculturally retarded child will achieve in structured testing and scholastic situations. (Author/DB)