A history teacher suggests ways to approach the development of a set of working behavioral objectives in both the cognitive and affective domain. (KM)

Suggests using instructional objectives along with the usual short directions to insure the student's reading comprehension in mathematics. (TO)

Draws on literature dealing with teacher effectiveness for an examination of four topics central to accountability -- the concept of the good leaders,'' the complexity of the teaching-learning process, the limitations of outcome measurement, and the importance of longrange outcomes. (Author/JF)

Questioning is an important teaching skill. Teaching should be able to ask thinking' questions as well as memory' questions and they should be able to ask questions about ideas as well as facts. Two dimensions of a question are reviewed; the dimensions are then combined into a matrix illustrating thirteen types of cognitive questions. (Author)

An examination of cognitive development with implications for teaching and curriculum construction. (HS)

A modular'' course is composed of bits of self-consistent knowledge,'' which can be put together in a predefined pattern to attain the desired objective; author gives a theory of modular course construction. (Author/SP)

Co-article response to Mr. Ferguson's article in the same publication rebutting the objections he raised to the use of behavioral objectives in the teaching of English. (RB)

An attempt to integrate some promising theoretical approaches to cognitive learning and develop an integrated model which could be tried out in an action learning situation-the classroom. (Author)

Behavioral objectives are shown to aid the learner in understanding his learning task. (GR)

The author presents and explains a classification scheme intended to define learning behavior in terms of cognitive principles, affective principles, transformational principles, and heuristic principles. (LS)

Based on author's doctoral dissertation, Columbia University, Teachers College, 1968. (Editor/RD)