This is an abridged version of an address by the author, a Senior Chief Inspector, Her Majesty's Inspectorate, to the Council of Local Education Authorities (CLEA) Annual Conference, on July 14, 1977. She evaluates primary school curriculum, middle school curriculum, and secondary school curriculum. She also discusses how she judges the curriculum…

Responsibility Education is a concept designed to restructure and redefine schooling and education to emphasize those attitudes, dispositions, and habits that lead to the development of a sense of responsibility within each individual and the knowledge, skills, judgments, standards and commitments needed by an individual to act responsibly.…

The authors discuss educational objectives of agricultural high schools in the Republic of Korea, likening the curriculum elements and subsystems to the roots, trunk, and branches of an apple tree. (MF)

Teachers and coaches must respect the ethnic attachments of students and make positive use of them. (Author)

The newest of the six regional accrediting associations is the Western Association of Schools and Colleges. Describes its composition, the schools and colleges it serves, its styles of accreditation and whether accreditation is serving the public interest. (Author/RK)

Attempts to retain the gains that have been made and recapture desirable aspects of the IOA technique that may have been lost over the years. Describes seven major assumptions on which the technique is based. The IOA reveals the relative level of achievement of each of the instructional objectives by individual students as well as by groups of…

The affective domain, central to the learning process, cannot be ignored, regardless of difficulties involved in behavioral objective preparation and evaluation. A chart (available by mail) has been prepared to assist in the preparation and measurement of student behavior at levels of the affective doman defined by Krathwohl, et al. (DTT)

Discussed are the rationale and procedures for developing individualized education programs (IEPs) for handicapped young children. (CL)

Discusses possible social meanings of social studies knowledge. Argues that a major social function of the information in social studies textbooks is to provide formal justification for and legitimation of ongoing institutional practices. (Author)

One of the most significant characteristics which appears to have continually pervaded educational thought and practice is that of the "either/or," the "pendulum of education." The author discusses its impact upon art education by examining the issue of art history vs art making. (Author/RK)

The import of these brief notes is that the systematic planning of art education should involve experts who range from philosophers to technical advisers. The teacher's primary expertise stems from the studio or workshop. A diagram shows this link between direct experience and scholarship. (Author/RK)

The role of moral education in higher education is traced, and attention is given to the void created by the abandonment of in loco parentis models. A model for confronting moral and ethical issues is offered. (Author)

A recent visitor to China offers four generalizations about China's national policy for education and six impressions about the concrete operations of the schools and colleges. (Author/IRT)

Discusses the question of whether to eliminate the longrespected but now disdained dictation from the foreign language classroom. It is concluded that the dictation may be saved if its purpose is changed. (CFM)

The present study was undertaken to describe the demographic characteristics and attitudes toward lifelong learning of a sample of elderly people enrolled in the University of Wisconsin guest student program, and to contrast these respondents with those in an earlier study. (Author)