Depicts two common views of the principal--the effective leader and the low-profile administrator--and outlines a more realistic view: the principal who realizes constraints but exercises authority as fully as possible. (Author/JM)

Discusses five job behavior functions viewed as necessary for practicing performance-based thinking in instructional development activities. Functions examined include the abilities to plan to perform a job, execute a task, monitor or control execution, troubleshoot, and evaluate. (MER)

Examines the use of contracting in an instructional development setting at the university level. A sample contract is included and 12 references are listed. (LLS)

Summarizes some past and current entrepreneurship initiatives that have taken place at the federal level, focusing on the role of vocational education. (CT)

Expanding learner populations, more sensitive assessment instruments, and home-based technologies assures confrontation with moral value conflicts in the practice of educational technology. Critical questions which a developer must ask are (1) Where is the conflict in the development process? (2) What outcomes are desired? (3) Is the conflict…

Provides six rules for an instructional technologist (IT) to follow when meeting with a subject matter expert (SME) to aid in starting the meeting, asking the right questions, and keeping the meeting on track. (CHC)

The strengths and weaknesses of the fields of curriculum development and instructional development are discussed in a father-and-son letter exchange. (MLF)

Discusses the necessity for conceptual frameworks as organizers of the content of bibliographic instruction, argues that such frameworks provide a necessary basis for generalizable and meaningful learning, and reviews seven conceptual frameworks for use in bibliographic instruction. Twenty-one references are listed. (RAA)

Reviews and discusses the potential accomplishments and limitations of a performance-based method of deriving instructional content, taking into account five broad classes of learning outcomes--intellectual skills, information, cognitive strategies, attitudes, and motor skills--which are viewed as what is learned in any or all of the subjects of a…

Describes within the context of the training of military technicians some of the major characteristics of nondeductive job performance aids and discusses in more detail one of the deductive aids, the state table. (Author/JD)

Reviews the major methods of investigation used in cerebral hemispheric research, considers some of the important conceptual issues confronting contemporary cerebral laterality research, examines the possible role of interhemispheric cooperation in complex cognitive activities, and discusses implications for instructional research and development.…

Describes a 70-90 day training program in Peru which equips students to make videotapes for them to use in training farmers in outlying areas about crop production subjects. (LLS)

Five aspects of applying the ATI concept are presented: (1) implementation methodology (steps in the process), (2) procedures for selecting appropriate independent and dependent variables, (3) data analysis procedures, (4) alternative module design and development guidelines, and (5) module assignment guidelines. (Author/JEG)

Defines the role of instructional developer and relates issues of research, certification, and evaluation as they influence the field. The future of instructional development in higher education, business, and industry and the eventual merger of faculty, organizational, and instructional development are explored. (RAO)

Discusses the role and function of the instructional specialist, i.e., one who is trained to provide assistance and support in faculty and instructional development, and outlines model competencies for this position. (RAO)