A study of the cognitive differences and effective preferences of college students exposed to televised v direct classroom instruction indicates that, while student cognitive acquisition is the same with both types of instruction, students prefer and enjoy direct classroom instruction. (JMF)

Proposes a learner-centered model of different levels of graded objectives for teaching foreign languages from the elementary-beginner stages through the public examination level in the United Kingdom. (PMJ)

Lists some components of effective education and describes a program that contains these components, the SYNERGY Project in the San Francisco Bay Area. (JM)

Various aspects of independent learning are explored in an attempt to identify some salient components of independent learning. Training teachers in this strategy should facilitate a favorable pupil attitude toward learning and thought processes such as fluency, divergency, analysis, synthesis, etc., which are considered important educational…

The author cites several definitions of "accountability" in education, looks at some state accountability legislation and lawsuits, and considers the meaning of and obstacles to educational accountability. Discussing such topics as who is accountable for success and who controls the curriculum, he concludes that legislating accountability in…

This article discusses different styles and methods of teaching and suggests that teachers bear in mind the relationship between their own specific purposes and their choice of method to implement them. (JD)

Concludes that black studies programs should develop an octopus-like academic structure which reaches out in several directions, simultaneously: initiating and illuminating, discerning and fostering, observing and directing, collecting and disseminating; all with one goal in view, exploring the black experience within a universal perspective.…

In instructional design, goal analysis is used to identify what the learner should be able to do after mastering the instructional goal. Three important issues are discussed: defining the parameters for goal analysis; problems with approaching analysis from a teaching perspective; and the importance of goal analysis for effective instruction. (AEF)

Studied goal setting by elementary students by utilizing a strategy of psychomotor and academic games. No grade level differences were observed; however, proportionally more second- through fourth-grade girls and fifth-grade boys were classified as realistic goal setters. Concludes elementary students can set realistic goals in academic and…

Presents a model for a strategic planning process that is adapted to the needs of a school of library and information science. The accreditation self-study for the American Library Association is included in the model, and a checklist of topics to be considered when writing goals is provided. (32 references) (LRW)

Suggestions for course design are offered to teachers of deaf students. The recommended approach to course design begins with the consideration of student needs and course goals, and uses these as a framework for determining relevant and attainable objectives that are to be accomplished through various learning activities. (JDD)

This study identifies the characteristics in several models of curriculum design that may be appropriate in the teaching of modern foreign language students for school practice. The study concludes that no one mode is ideal and that an eclectic approach is desirable. (15 references) (CK)

Three language class activities adapted from outdoor education are described: (1) scavenger hunt; (2) nature/fitness trail; and (3) ecological study. Cognitive, affective, and linguistic objectives and safety considerations are included for each. Activities emphasize cooperation, meeting challenges, and environmental awareness, and introduce new…

Reviews the nature of changing patterns in pronunciation teaching over the last 25 years. Six instructional features of a multidimensional teaching process are described in detail. (128 references) (VWL)

Reviews the role of history in the U.S. social studies curriculum. Explains that differing interpretations of history and the purposes of history have had a significant impact on the structure of the K-12 social studies curriculum. Argues that the time is ripe for historians and social studies educators to renew cooperative efforts. (CFR)