Article presented different kinds of contributions and expertises toward research and development of moral education. (Author/RK)

Considered the conditions and requirements basic to change in education. (RK)

Article presented a new course that helped students recognize and explain the social implications of current mental and physical health problems, develop their self concept, and serve as a cadre of peer and cross-age teachers. (Author/RK)

Conventional achievement tests rank students in relation to each other. New assessment tests reflect what schools are trying to teach and how they are succeeding for representative geographic, age, racial, and socioeconomic groups. (Editor) Aspect of National Assessment (NAEP) dealt with in this document: Program Description.

Discusses programs useful for retarded people and the role of community colleges in their development. (RK)

Claims that educational planning has largely ignored the need for rational approaches to goal elimination and program curtailment. Presents criteria to guide goal selection and discusses the setting of optimal target levels. (Editor)

A principal of an alternative school lists and elaborates on imperatives for developing an alternative school program. (Editor)

Discusses the objectives of the Council of Adult Education, especially the need to work with a national organization. (SP)

Is career education the best way to achieve educational reform? (Editor)

Describes the development and organization of elementary, individualized, programmed instruction in the past decade. (AN)

Universities must evolve a process of institutional self-study before effective planning, program budgeting, governance and decisions affecting purpose and goals can be made.

Reviews the literature on short-term educational programs on death and dying and aging to offer practitioners some guidance for efficiently structuring programs to bring about desired changes. From 15 selected studies, the length and type of treatment and the nature of the target group involved are reviewed. (Author/JAC)

Four characteristics of curriculum theory are proposed: (1) Curriculum theory focuses on content, aims, and program development in education; (2) Curriculum theory rationalizes procedures for curriculum construction; (3) Curriculum theory conceptualizes curricular phenomena; and (4) Curriculum theory attempts to explain curricular phenomena. (JN)