In this interview, the only superintendent in the country who is not certificated expresses interesting ideas about management of our educational system in general; and offers specific opinions about teachers, educationists, parents, hiring policies, and other superintendents. (Author/JH)

This paper identifies the issues in which behavioral objectives and accountability are embedded and describes the historical context in which they have emerged in the field of education. (Author/RK)

Author discusses various arguments for and against behavioral objectives inasmuch as music teachers will soon have to decide whether a behavioral approach to music education has merit and should be adopted as a guiding principle for the profession. (Author/MB)

A leading proponent of behavioral objectives, author provides persuasive argument on how objectives can be used to bring about classroom accountability. The principal, he says, must be aware of real and specious teacher-performance assessment. (Editor)

The author criticizes brief, vague educational goals and advocates broad, unambiguous objectives stated in terms of student behavior. (CP)

Properly handled, accountability will be a strong force for constructive, enlightened management practices. (Author)

Children were shown television sequences depicting black and white children teaching" concepts, to test whether concepts would be learned and whether social preferences would change; the children learned the concepts but preferred companions of their own color both before and after viewing. (SP)

The author concludes that the lack of effectiveness of student personnel services in junior colleges may be a result of an inherent limitation in the historical perspective of services, passive to the overall objectives of the institution. This passivity can be replaced by an active and dynamic conceptualization of behavioral guidance programs.…

Describes an optimized learning activity which benefits students, faculty, and administration. Through a self-study program of minicourses, students can work at their own pace to meet performance objectives and take competency tests as often as they think they are ready. (Author/TS)

Several suggestions to provide for follow-on training, enrichment, or remedy which will extend or reinforce what is learned in the classroom, seminar or workshop. (RB)

Paper presented at the third meeting of the Central States Conference on the Teaching of Foreign Languages, April 15-17, 1971, in Detroit, Michigan. Reactor's statement to Florence Steiner's Individualized Instruction", FL 501 691. (DS)

In order to establish a simple, logical relationship between the many elements involved in the new social studies such that they may sensibly be used in the classroom, certain basic questions with answers are spelled out here. (Author/JB)