Prepared by a professional class in Methods of Teaching School and Community Health, this is a step by step, no nonsense" guide to designing a program on drug use. (CJ)

Speech presented at the 54th annual NASSP Convention. (EJS)

It is a mistake to allow students to decide what they are going to learn and the type of environment in which they will be educated. Today's schools need a strict discipline policy. (CK)

Factors which cast doubt on applicability of any psychotherapeutic design to school setting include school structure, counselor training programs, administrative attitudes, involuntary nature and irregularity of much counseling and time limitations. Alternatives for generating theory and monitoring research are examined. (Author/CJ)

Describes the work being done at UCLA's Center for the Study of Evaluation (CSE) to help teachers clarify and specify their learning goals and to evaluate their instruction in relation to these goals. (DE)

In response to Ebel's article (TM 508 146) the author points out that, in emphasizing what a test is intended to measure, the vital question of what should be measured is set aside. While explicit specifications for a test should be encouraged, questions of worth ought to be prominent in designing and selecting tests. (Author/LC)

Argues that in addition to citizenship education, social studies should have as one of its goals the development of affective, intuitive, and creative processes in students. (RM)

Likens a circus performer's varied responsibilities to the learning tasks required of undergraduates. Suggests that students' inability to perform many of these tasks results from confusion about instructors' expectations and the appropriateness of various learning strategies to different tasks. Recommends that students be presented with clear…

Describes an approach which overcomes the discrepancy between the aims of management training programs and the needs of management in organizations. (JOW)

Both cognitive and affective goals may be achieved through choice of instructional strategies in any particular subject area. Appropriate instructional strategies include socratic peer discussion of dilemmas, values clarification techniques, role playing, simulation and games, creative dramatics, and various classroom investigation techniques (the…

This study examined the impact of affective education on elementary school underachievers who were referred by their teachers for behavior problems or randomly selected for treatment. The experimental subjects showed a greater increase in reading skills, and were more warmhearted, emotionally stable, venturesome, and vigorous after the group…

Classifies work dealing with Management by Objectives (MBO), summarizes major findings of the research and suggests observations regarding implementation and maintenance of MBO programs. Researchers feel positive about MBO. They warn of the moderating powers of intervening variables. Properly maintained, MBO will do what it is designed to do.…

According to the author, management by objectives (formal goal setting and review) depends a great deal on the kinds of goals the organization has and the commitment of top management to the process. He discusses its potential advantages and disadvantages, conditions for adopting it, and successful implementation. (JT)