Suggests the use of self-management techniques to improve student performance. Discusses three areas of student involvement: selecting goals or standards, assessing and recording performance, and rewarding oneself when performance reaches specified goal. Sees academic benefits of this method as greater student responsibility, success, and…

George Brown's "On the Teaching of English in Elementary and High Schools" is praised for its approach emphasizing the development of self-knowledge, self-control, feeling, and creativity through English instruction rather than simply passing on communication skills. (MSE)

Focuses on objective techniques, a powerful and long-run force in educational assessment. But how successful have individual objective techniques been? This question must be answered for each test. Includes brief reference to an evaluation of one instrument. (Author)

Management by Objectives (MBO) should focus on objectives to be achieved and the establishment of objectives should involve participation between superior and subordinate. A process is described for facilitating the communications aspect of MBO through the use of a process consultant. (Author/MLF)

This investigation of a college music course examined the effectiveness of a cyclical affective learning paradigm based on the premise that student affect toward a course of instruction will dictate, in part, cognitive performance. Results suggest that teachers would be better advised to concentrate on cognitive instruction than on affect.…

Construct validity of the six scales of the Career Development Inventory was investigated with 312 tenth-grade students. The subscales were found to demonstrate adequate discriminant validity except for certain cognitive subscales. (Author/CP)

Students' evaluations of teaching were validated against both cognitive and affective criteria of effective instruction. End-of-term ratings correlated more highly with the criteria than did the midterm ratings. Both cognitive and affective criteria were correlated with different components of the student ratings, but not with each other.…

Voluntary organizations are unaware of their potential as settings for learning and fail to distinguish between learning outcomes and instructional approaches. Adult educators can help such organizations by establishing a clear operational definition of adult education and developing plans for accomplishing educational goals. (SK)

An instructor and two participants at a one-week intensive workshop in a camp situation affirm its value. This type of workshop or course can provide the affective aspects and the cognitive skills needed for effective outdoor leadership in educational programs or recreational activities. (CM)

A 1978 Maine survey revealed, among other findings, that teachers and administrators want to achieve similar goals and want students to acquire more than mere knowledge or skills. (JM)

Although learning can be defined in cognitive, affective, or behavioral terms, the specification of communication, planning, or evaluation skills in behavioral terms is most appropriate in management training. Learning objectives are most effectively reached in a closed rather than open loop learning design. In designs, the learner's reactions and…

Presents a design for a workshop modeled after the engineering design process. A step-by-step approach is suggested for each aspect of the design process. (SA)

A collaborative format between school and agency for the production of videotape records is described. Specific examples for involving the learner, both affectively and cognitively, through videotaped records are presented and the use of videotape playback in the treatment process is considered. (Author/LBH)

Recommends that history teachers incorporate educational theory into their courses. Describes and evaluates a history course at Brooklyn College constructed around Benjamin Bloom's taxonomy of cognitive educational objectives. (Author/DB)

It is argued that the field of curriculum since 1957 has been shaped by a domination of positivistic tradition of the natural sciences. Calls attention to the limitations of an exclusively scientific conception of education. (BF/JH)