Needs-assessment instruments from commercial sources are helpful in generating ideas. Any instrument will, however, be more effective if it is specifically adapted for the particular school and community using the instrument. The counselors, principals, teachers, students, and parents all can provide helpful suggestions about meaningful items and…

Reports on a study investigating changes in the relative emphasis given to different stated science aims during the period 1932-1974. (SL)

Describes a workshop in which fine arts teachers identified and defined six levels of aesthetic responses, as the first step in specifying and assessing student aesthetic behaviors. (DC)

Addresses the question of whether education of the emotions is a coherent possibility. Argues that much confusion on the topic derives from the common myth of the separate and opposed faculties of feeling and reason, often reflected in misguided curriculum practice. Finds that education of emotions is a crucially important possibility, requiring…

Identifies links between Ernest Boyer's and Isocrates's educational philosophies. Describes a freshman composition class adopting Isocrates's emphases on the use of language to craft ideas, social issues, and citizenship. Argues that the re-creation of Isocrates's model necessitates that current political/academic demands for cultural literacy and…

Explores a definition, rationale, and goals for developing responsible citizenship through the social studies curriculum. Goals include: gaining knowledge, processing information, considering the importance of values and beliefs, and actively participating as citizens of a democracy. Concludes that teaching social studies with a clear, consistent…

This article describes the curricular approaches to physical education which are currently recognized and practiced at the elementary level. These approaches are categorized as either traditional or contemporary, indicated by emphasis on either activities or themes. (MT)

The difference between pseudo-creativity--creativity as often defined by educators and society in general--and genuine creativity is examined. Personal qualities which seem to be essential for creative production and the place of creativity in education are discussed. (RW)

This guide is intended for teachers who want to learn more about educational design of college courses. Chapter 1 identifies various pressures for change in designing courses and urges creation of conditions that foster deep learning. Chapter 2 examines various models of the course design process. Chapter 3 discusses beliefs, values and ideologies…

State legislation is holding school systems progressively more accountable. Easy evaluation for instructional systems will be needed for accountability and it is suggested that competency-based instructional systems can lead to such an evaluation. (DS)

Presents information gained from a study designed to evaluate the effectiveness of providing students with behavioral objectives, with a secondary purpose being to evaluate achievement results across the first four levels of Bloom's taxonomy of educational objectives. No significant differences were found between knowledge and comprehension or…

The success of career education will depend in no small measure on the input of the guidance and counseling component to make it possible for students to choose knowledgeably from among all careers open to them. (Author)

The article lists and discusses examples of social studies performance objectives developed by the state of Michigan for both elementary and secondary schools. (RM)

Industrial arts (based on socio-psychological premises), as an important part of general education, helps individuals understand and interpret the concepts underlying an industrial/technological society, while vocational education (based on socio-economic premises), including career education, assists individuals in choosing and fulfilling an…

Address at the 52nd Annual meeting of the National Council for the Social Studies.