Standards of performance of administrative interns have not been developed, so the author contends, with the result that effective evaluation cannot be made. He proposes performance objectives for such internships to reduce the uncertainty and irrelevance of what an intern learns by doing. (Editor)

The participants in this discussion agreed, in general, that the therapist does have the responsibility of guiding the patient towards the decisions that he believes to be most beneficial even if they imply important life decisions or are contrary to the mores of society. (Author/CG)

Article reveals some positive and negative experiences of the program combining the techniques of instruction-by-objectives and manage-by-objectives at Harper College. (Author/RY)

Prepared by a professional class in Methods of Teaching School and Community Health, this is a step by step, no nonsense" guide to designing a program on drug use. (CJ)

Speech presented at the 54th annual NASSP Convention. (EJS)

It is a mistake to allow students to decide what they are going to learn and the type of environment in which they will be educated. Today's schools need a strict discipline policy. (CK)

Factors which cast doubt on applicability of any psychotherapeutic design to school setting include school structure, counselor training programs, administrative attitudes, involuntary nature and irregularity of much counseling and time limitations. Alternatives for generating theory and monitoring research are examined. (Author/CJ)

Describes the work being done at UCLA's Center for the Study of Evaluation (CSE) to help teachers clarify and specify their learning goals and to evaluate their instruction in relation to these goals. (DE)

In response to Ebel's article (TM 508 146) the author points out that, in emphasizing what a test is intended to measure, the vital question of what should be measured is set aside. While explicit specifications for a test should be encouraged, questions of worth ought to be prominent in designing and selecting tests. (Author/LC)

Argues that in addition to citizenship education, social studies should have as one of its goals the development of affective, intuitive, and creative processes in students. (RM)

Likens a circus performer's varied responsibilities to the learning tasks required of undergraduates. Suggests that students' inability to perform many of these tasks results from confusion about instructors' expectations and the appropriateness of various learning strategies to different tasks. Recommends that students be presented with clear…

Describes an approach which overcomes the discrepancy between the aims of management training programs and the needs of management in organizations. (JOW)