Careful consideration should be given to general and specific objectives before initiating a spelling program. (JH)

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,…

THIS PUBLICATION OUTLINES SOME OF THE TERMINAL BEHAVIORAL OBJECTIVES OF THE ELEMENTARY MATHEMATICS INSTRUCTIONAL PROGRAM. INSTRUCTIONAL OBJECTIVES WHICH SPECIFY EXPLICITLY WHAT SKILLS PUPILS HAVE MASTERED ARE INDICATED FOR MANY OF THE TOPICS OF MATHEMATICS. FOR EACH OBJECTIVE, AT LEAST ONE EXAMPLE IS GIVEN TO CLARIFY THE BEHAVIORAL CRITERION WHICH…

This document summarizes a curriculum workshop that defines individualization in terms of cognitive, psychomotor, and affective objectives. This definition is operationalized in objectives, evaluations, and resources keyed to nine individualization steps, which are documented by examples. A one-page planning matrix is used to sum up the nine…

A training consultant writes about the common practice of training for appearances and the length of time spent on it, rather than for the actual outcomes. He stresses the importance of well-designed instructional objectives as a means of judging training effectiveness and offers a questionnaire for trainers to try out to check their knowledge of…

A history teacher suggests ways to approach the development of a set of working behavioral objectives in both the cognitive and affective domain. (KM)

A goal-oriented approach which relates counseling objectives to client presenting problems serves several purposes. It increases the client's investment in the change process of counseling and permits the counselor to become accountable by taking into account the client's needs, the counselor's contribution, and the resulting client change.…

Developing counseling goals with children is viewed here as an essential aspect of counseling; it helps both the counselor and the child to see the direction in which they are heading, and gives them a yardstick by which to measure success. Goal-oriented counseling can and should be a humanizing experience in which the child participates. (Author)

Based on author's doctoral dissertation, Columbia University, Teachers College, 1968. (Editor/RD)

In a struggling atmosphere for education, one college is optimistic about the future by offering school districts its PRISM Principles professional development as a means to ensure that "no child is left behind." Pacific Oaks College & Children's School is known for its premiere programs in early childhood education, human…

To increase student learning and achievement, more and more states are pursuing reforms in "both" early care and education (ECE) programs and the K-12 education system. Many states are implementing the Common Core State Standards (CCSS) to promote all students' readiness for college and careers, while engaging in reforms prompted by the…