The study reported here focused on comparing teachers' actual and desired participation in different decision-making situations and examined how participation in decision making differs in Indian higher educational institutions. The paper provides a comparison of findings with similar studies conducted in Western settings regarding the…

Assessment of educational effectiveness provides vitally important feedback to Institutions of Higher Education. It also provides important information to external stakeholders, such as prospective students, parents, governmental and local regulatory entities, professional and regional accrediting organizations, and representatives of the…

Background/Context: Many children of immigrants are not enrolled in high schools that sufficiently meet their needs, and subsequently, many are not making a successful transition to, and/or successfully completing, higher education. As immigration grows in the United States, educators and policy makers must understand how the educational processes…

International student exchange programmes are acknowledged as one aspect of a broader suite of internationalisation strategies aimed at enhancing students' intercultural understanding and competence. The decision to participate in an exchange programme is dependent on both individual and contextual factors such as student exchange policies and…

The purpose of this study was to examine career conversations between teachers and students in competence-based vocational education in the Netherlands. A total of 32 career conversations were observed and analysed with respect to four elements: content, teacher activities, student activities and relationship. Results showed that career…

Article examines why the universities have not accepted behavioral objectives. (HB)

Evaluation has two clear and distinct segments. Evaluation in cognition applies to the constant reevaluation of the internal processes of the organization. Evaluation is also a system of valuing those things with which the organization is primarily concerned. Therefore, the broad area of evaluation is both the self-evaluation of the processes of…

This report contains the findings, conclusions and recommendations that emerged from a study of "Functions and Goals of Oklahoma Higher Education." Many individuals and groups were involved in the process which culminated in this report, including a 600-member citizens' group, a special 140-member citizens' advisory committee, several…

The documents listed below are sets of instructional objectives for 39 courses taught at the junior college level. The specific objectives are typically arranged in terms of several major course goals. The major goals indicate what is generally to become of students taking the course by specifying actions to be taken, skills to be learned,…

American education reflects American society, and when society has difficulty in establishing clear objectives for itself, as it does now, education also has difficulty. Behavioral objectives and educational accountability are a result of public pressure and reflect a broad social movement originating in business, where the emphasis has…

This bibliography has three main sections: 1) "Books and Papers," containing 198 citations; 2) "Articles and Excerpts From Books," containing 148 citations; and 3) "Theses," with two citations. Sources consulted in preparing the bibliography include the British Education Index, the Canadian Education Index (CCRE), the…

These instructional objectives, written by Norman E. Rich, have been selected from materials used at Golden West College (California). These objectives are offered simply as samples that may be used where they correspond to the skills, abilities, and attitudes instructors want their students to acquire. These objectives may also serve as models…

The author presents two competencies in the psychomotor domain and two in the cognitive domain which describe the physically educated high school student. (MJB)

Evaluation of curricular content with behavioral objectives is suggested as a means of making physical education programs accountable. (GW)

The author predicts that the affective movement in education will subside because the proponents of the movement have failed to develop curricula and other materials for potential practitioners outside the movement. (HD)