Cognitive and affective components of learning in family life education can occur in a supportive atmosphere which invites risk-taking from students and focuses on integrating components during the learning process. Presented at the annual meeting of the National Council on Family Relations, Education Section, October 14, 1977. (Author/BEF)

Although competency based education (CBE) offers solutions to some educational problems, it is not a cure-all. Problems with CBE include emphasis on output rather than the instructional process itself, over-reliance on occupational competencies and behavioral objectives, a tendency to lower academic standards, and the difficulty of implementation.…

Discusses the key role of the principal in establishing an arts program in the elementary school. Briefly outlines some successful programs and points out sources of information on arts programs that would be useful for the principal. (IRT)

This ten classroom-hour instructional model for alcohol education focuses on cognitive information, affective instruction, and selected field activities to assist students in establishing physiological and psychological relationships in alcohol areas. This integration is organized to clarify values and instill responsible alcohol-related behaviors…

Argues for including both the affective and cognitive dimension in teaching literature to college freshmen and sophomores. (MKM)

Explains how students in high school social studies should benefit from participation in an economic education program. Presents objectives relating to the consumer in society, consumer rights and responsibilities, and consumer law. A directory of materials and resources concludes the article. (Author/DB)

The definitions, concepts, and issues dividing training and education have become much more aligned within the last decade. There should be more interaction and exchange of research and materials between trainers, educators, and others involved in learning, who can all benefit from each other's experiences. (Author)

Describes the five major divisions of the affective domain and three evaluative instruments used to assess affective domain areas: the attitude checklist, the attitude questionnaire, and the projective indicator. (MLH)

Results indicate that there has been no change in the degree of emphasis upon and content of teaching among faculty between 1968 and 1973 despite pressures upon them to change their attitudes toward undergraduate teaching. (Author)

Discusses departmental program reviews and evaluations in terms of the growing body of information on quality assessment application. Suggests five essential operational and substantive characteristics for inclusion in a departmental handbook. (KEH)

Distinguishing between motivation and cognition in goal-directed activity is discussed; goal and energy are assessed from motivational and cognitive viewpoints. Motivation is a broader concept than cognition. If a problem or goal-solving activity is ego-involving or self-challenging and affects the individual's personal standards, the term…

Four basic steps for using cooperative learning to teach social skills to young children are discussed, including targeting specific social skills; defining the skills behaviorally; designing and implement the cooperative activities; and processing and evaluate. (DB)

Companies are scrutinizing resources they allocate to performance programs and are asking questions like: "What is the value?" and "How do you know?" This article advocates for an increased focus on the return on expectations (ROE) via evidence of the three Cs: consensus, correspondence, and consistency. (Author/AEF)

The role of the library has changed significantly during the past 2 decades. Twenty years ago, it could have been considered the norm for a small to mid-sized library to have one or two computers for patron use. Staff was fortunate to have a computer connected to a printer--a tractor-feed ink jet printer--with a basic word processing application…

Purpose: The purpose of this research is to explore employee perceptions of the development of a learning culture in a medium-sized manufacturing company that was aspiring to become a learning organization. Design/methodology/approach: The research comprised an extended interview with the company's Organizational Development Manager, a validated…