Discusses the meaning of accountability and its implications for the child, who becomes involved in educational programs that are designed as a result of that evaluation process. (RK)

Management by objectives process used as a system for writing end of year reports and evaluating occupational education programs. (SN)

Author describes Organization Development as a process of diagnosis, selection of appropriate interventions'' or solutions to the problem, and reinforcing the new behavior so that it becomes a way of life. (GB)

This article suggests that teachers should seek new pedagogical frameworks that will allow more sustained and probing student participation. (Editor)

The purpose of the present article is to react to the arguments presented in a booklet, Educational Accountability: Beyond Behavioral Objectives, that discusses the role of behavioral objectives. (Author/RK)

Award-winning instructional materials analyzed to determine the relationship between the types of teaching techniques and the specific instructional objectives and economics course content. (MF)

A major difference between longitudinal in-service training and a more traditional approach was that each participating teacher was expected to apply in her classroom, under supervision, the concepts presented in the training program. (Authors)

In this interview, the only superintendent in the country who is not certificated expresses interesting ideas about management of our educational system in general; and offers specific opinions about teachers, educationists, parents, hiring policies, and other superintendents. (Author/JH)

This paper identifies the issues in which behavioral objectives and accountability are embedded and describes the historical context in which they have emerged in the field of education. (Author/RK)

Author discusses various arguments for and against behavioral objectives inasmuch as music teachers will soon have to decide whether a behavioral approach to music education has merit and should be adopted as a guiding principle for the profession. (Author/MB)

A leading proponent of behavioral objectives, author provides persuasive argument on how objectives can be used to bring about classroom accountability. The principal, he says, must be aware of real and specious teacher-performance assessment. (Editor)

The author criticizes brief, vague educational goals and advocates broad, unambiguous objectives stated in terms of student behavior. (CP)