The following article is an abridged version - amplified here and there for the sake of clarity - of the final report of the Working Party on the Ethics of University Education of the Netherlands Universities Council, submitted to the Council on 15 September 1972. (Editor)

A need exists to examine doctoral training programs in the universities. Special Education is chosen as an example of a young field undergoing rapid change. Characteristics of doctoral training in that specialty are reviewed, and a proposed model is discussed. (Author)

Reports on a study designed to validate goals for public education and to assess educational needs on a state-wide basis in Maryland. (RB)

Ten questions to help school districts assess how well or how poorly their teaching/learning goals are being attained. (Author)

Colleges should continue to be the manufacturers of conceptual tools and the sources of knowledge renewal, creative criticism, and reflective learning. Overzealous innovative attempts that ignore these functions are bound to become vacuous. (Author/PG)

Presents 10 points describing public relations in higher education, a historical perspective of public relations in higher education, and 3 survey possibilities to establish the basic facts and subsequent activities to achieve goals between institutions of higher learning and the public. (Author/PG)

Quality education cannot be measured by accountability and productivity devices alone; individual fulfillment and freedom should be education's primary goal. (Author/PG)

Describes the 5 reasons why higher education's message does not reach the public, and offers a suggestion to ameliorate the situation: be as concerned with the form, method, and the sequence of the communications from the public relations office as with the content. (Author/PG)

This document presents a list of behavioral goals in the cognitive domain, developed to describe a graduate of the Newark College of Arts and Sciences teacher education program. The goals are classified according to Bloom's "Taxonomy Handbook I," and fall into the following categories: knowledge (remembering, recognition, or recall of…

This document is a draft of behavioral goals for a preservice teacher education program. The classification framework was taken from the "Taxonomy Handbook II" by Krathwohl, et al., and organizes affective domain goals into the followinq categories: receiving (attending)--sensitivity to the existence of certain phenomena and stimuli,…

A list is provided of suggested enroute and basic competencies in physical ability for grades three, six, nine, and twelve in the State of Pennsylvania. The competencies are expressed in terms of psychomotor, cognitive, and affective behavior. Enroute competencies are defined as sequential performance in a physical education program, while basic…

Author discussed the tendency of economists of education, cited by Douglas Windham, to turn heterogeneous data (school leavers, enrollment, teachers, secondary schools) into statistical abstractions and considered three other kinds of abstraction said to have contributed to planning deficiencies. (Author/RK)

The concept of planning social change through education has grown popular since 1945 though with varying aims. This article examined five models, namely, of society, of man, of change, of directions of change, and finally, of the methods for bringing about change. (Editor/RK)

Of 15 skills, generally considered pre-requisites for independence in recognizing and pronouncing written words, at least three skills were found to be false pre-requisites; four skills were identified as possibly necessary; and seven were associated with competency on the reading aloud task. (RB)