The interview with L. W. Lehr, President of the U.S. Operation of the 3M Company, presents a management view of the company's training and development activities. The activities are based on behavior modification programs and organizational development approaches. (EC)

Sister Genevieve Speltz is interviewed regarding her views about music education. Among other things, she believes that the aesthetic experience of music is the primary goal of music education today. (KC)

This second of five articles on how to plan and implement a supervisory training program focuses on determining needs and establishing objectives. Discusses twelve approaches for determining supervisory training needs. Includes a figure presenting examples of three types of behavioral objectives: knowledge, skill, and attitudes. (EM)

Authors of the taxonomy made various claims about its properties that concern both educational and psychological issues; these claims have stimulated investigations of the taxonomy's validity. As the taxonomy is now entering its twenty-second year, this review attempts to survey these investigations and appraise the findings. (Author/CP)

Outlines the educational values of educational theater in high schools in terms of the audience as well as the performer, including such areas as motivation, reading comprehension, literary analysis, the value of repetition, the ability to meet deadlines, and accepting responsibility for one's own work. (JMF)

Describes a study to analyze congruence between teachers' and students' perceptions of selected cognitive and affective dimensions of sixth grade social studies classes. Findings indicated little congruence between teacher and pupil perceptions. Reasons for this incongruence are discussed. (Author/DB)

Some of the most commonly asked questions about management by objectives are answered by an authority. They deal with implementation, effect on creativity, quantification, time involvement, effect on budget, personnel requirements, consultant services, and examples of institutions where MBO is used. (Author/LBH)

Competency statements were developed by Medical College of Virginia/Virginia Commonwealth University faculty who had course responsibility in the school of Pharmacy. Specific statements regarding "must have" and "should have" competencies are presented in this article. (LBH)

This article reviews the instruments presently available to measure cognitive and affective outcomes. Combination tests, measuring cognitive and affective outcomes, were also mentioned. A model is proposed as a framework for analyzing and critiquing current measurement devices in environmental education. (MA)

A description is given of an inservice faculty development model for career education awareness which successfully produced affective and cognitive training by developing (1) awareness of and (2) response to the career education movement, and (3) knowledge of and (4) application of career education concepts, issues, and materials. (MJB)

Outlines the management-by-objectives process used to monitor, train and develop personnel in a youth service project. (BR)

Reports on the development and validation of a Likert-type instrument to assess the attitudes and opinions of high school chemistry students, chemistry teachers, and university scientists toward the behavioral objectives of laboratory work in high school chemistry instruction. Ratings of a sample of secondary students, teachers, and scientists are…

In general, counselor educators have borrowed heavily from psychotherapeutic theories in conceptualizing service delivery models. These models have in common an assumption that the goal of counseling is the personal growth and development of the client. This leads to at least two problems for counselors who work in agency settings. (Author)

Criticisms of legal education are examined, and the use of more systematic instructional design to improve legal instruction is proposed. The instructional design process is outlined, including performance analysis, task analysis, skills analysis, and the writing of performance objectives. Potential problems are also discussed. (MSE)

Provides summaries of four discussion groups that examined (1) differences in international training among the various fields of engineering; (2) training needed for working productively in third-world countries; (3) training needed for industrialized countries; and (4) needs of industry in the future in the field of international training. (JN)