The purpose of this article is to provide a model for the development and organization of high school world history classes for slow learners. (Author)

An important goal of a social studies program is not only to help students face change but also to develop future goals for himself as an individual. This article considers a process for instructing students to use the past and the present for projecting the future. (Author/RK)

Uses an allegory involving prehistoric educators to examine how goals and objectives are developed and how they become entrenched and resistant to change. (JC)

The purpose of this paper is to present a synthesis of the Miller and Tiedman model for dicision making and to present applications for training pupils. (Author)

A summary of the research which utilized the principles of a model for learner success. (Editor)

The author suggests a simple three-stage model as a guideline for systematic curriculum evaluation: evaluation of goals; collection, organization, and analysis of data; and decision making. (Author)

It seems to matter little whether one examines teaching models or descriptions of master teachers, the teaching process is not very well understood. This article attempted to focus on a decision-making process that would allow teachers to make good instructional decisions. (Author/RK)

In 1965, the California legislature created a new Vocational Educational delivery system entitled "Regional Occupational Centers and Programs." Discusses the effects of that legislation and its unanticipated consequences. Also discusses some other career education models. (Author/RK)

Article reviewed two case studies in which schools experienced unsatisfactory results when attempting to make innovations. A model for planned change was made and compared to the schools in the case studies. (Author/RK)

Describes "Action Learning" programs which intend to broaden the traditional definition of schooling to include community-based experiences. Discusses the implications of this type of model for teacher education--particularly the in-service aspect. (Author/RK)

The model devised by the author demonstrates that learner success is the product of sound objectives, careful planning, good measuring devices, and post-teaching evaluation. (Editor)

Reviewed is literature on teacher evaluation. It is suggested that evaluation frequently arouses fear and activates defensiveness on the part of teachers. Some of the alternatives to resolve this dilemma are described. (KC)

Competency testing is only one component of competency-based education (CBE); the others are: educational objectives, instructional process, remedial instruction, and program evaluation/reconceptualization. To implement only competency testing may result in disillusionment with the entire concept of CBE, which seeks to improve programs, not fail…

There are not enough incompetent teachers around to warrant building evaluation systems solely to get rid of them. To be effective in terms of increasing student learning, teacher evaluation programs should focus on helping competent teachers become better. The individualized performance objective or job target approach can do this. (SJL)

If communication problems and the resulting feelings of powerlessness are concerns for experienced teachers, what must the problems and concerns of first-year teachers be? A workshop designed to gather information about the concerns and problems of twenty-five first-year junior high school teachers is discussed. (Author/RK)