Surveyed schools that are members of the Association of Theological Schools to investigate the state of assessment of learning for religious vocation. Responses from 84 schools show considerable interest nationwide in assessment of learning and demonstrate characteristics of schools that are exploring new approaches to assessment of learning for…

Culturally competent nurses enable clients to feel respected, valued, and motivated to achieve health goals. A model for nursing education should develop cultural awareness, knowledge, and skills; provide cultural immersion experiences; and foster the desire to work with diverse clients. (Contains 48 references.) (SK)

Urges teachers to use E. D. Hirsch's "Cultural Literacy" and Allan Bloom's "The Closing of the American Mind" as tools to explore what to teach and why to teach it. Concludes that in this way, teachers will be socially and morally responsible promoters of democratic literacy. (MM)

Being physically educated means one has the tools--the abilities, knowledge, experiences, and awareness--to find meaning in movement, thereby enlarging oneself and one's world. Teachers should not teach fitness, skills, rules, or strategies for their intrinsic value. Instead, teachers should teach movement in all its varied forms. (IAH)

The experience of adult educators planning a conference exemplifies the process of harnessing talents, skills, knowledge, and understanding in a collective enterprise that helps people articulate their views and ideas on critical issues. (SK)

Bloom's taxonomy of educational objectives provides a framework for designing and planning conference sessions and determining whether they accommodate multiple perspectives, uphold professional standards, and provide opportunities for a range of learning outcomes. (SK)

Museums face a crisis of confidence arising from two issues: (1) the erosion of an historically unreliable funding base, and (2) a challenge for audience by entrepreneurial elements in the cultures. Suggests that museums remember their capability of teaching hard information, stop emulating the forces that threaten them, and learn lessons from the…

Provides a short history of educational theater. Discusses trends in commercial and educational theater. Recommends integration, collaboration, and communication for the 1990s. (PRA)

Discusses the problems with theater and arts instruction in New Jersey. Makes recommendations for creating administrative support for high school theater programs. Suggests integrating the theater curriculum with the other arts subjects. Lists New Jersey's arts education mandates. (PRA)

Presents a retrospective look at the curriculum reform known as the New Social Studies. Defines New Social Studies as a content organization reflecting a discipline or a teaching-learning methodology emphasizing induction, inquiry, and problem solving. Suggests that more parent involvement and student cooperation are necessary before more…

States that recent national reports support the arts as essential to education. Asserts that theater skills develop both the thinking and expressing processes and that theatrical performances require the synthesis of content and skills. Adds that theater reflects life and that theater teachers offer excellence in education. (PRA)

Analysis of interactions among 377 patients and 38 physicians, compared to their self-reports, showed that neither doctors nor patients accurately reported health counseling discussions nor agreed about what was discussed. Smoking and diet discussions were most accurately reported, physical activity, alcohol, and stress discussions less so. (SK)

This article discusses thoughts on the term "gifted" and the author's childhood in Scotland during World War II and concludes that there are three rationales for gifted education: (1) the "special education" rationale, (2) the "national resource" rationale, and (3) the obligation of each individual to use his/her gifts to help other people.…

Discusses the necessity that middle school curriculum reform include other implementation elements such as creating small communities for learning and empowering teachers and administrators. Notes that the Carnegie Corporation's "Turning Points" recommendations for curriculum change are an interactive web rather than a checklist. (JPB)

Discusses how to deal with situations when the client specifies what training is desired before the trainer knows whether the requested training is appropriate. Suggests raising the target level, creating curiosity about other approaches, and paraphrasing the client's intent. (JOW)