Focus is on adult education counseling. Models of collaboration are presented, counselling goals are defined, and the work of the Educational Resources and Information Centre of the Open University in Wales and other developments in adult counseling in the United Kingdom are described. (JMD)

A comparative study was made between a medium-sized university and a smaller public community college in the same urban area to determine profiles of student populations and to correlate student characteristics to default rates. Demographic makeup is shown to influence an institution's categorization as "high risk" for student loan…

There are two major points to this study. First, not all modeling protocals are equally effective in changing the investigative teaching behavior of teachers. Second, three-dimensional representation used in interpreting verbal interaction matrices should not replace the procedures of conventional analysis of such matrices. (Author/MA)

Discusses use of the Individualized Instruction Inventory to determine demographic data, practices and attitudes of North Carolina occupational education instructors. Describes a model, detailing tasks and evaluative measures, intended to collect data and assess the effectiveness of individualized instruction approaches. (Author/AC)

Intended to serve as a resource for school systems interested in developing a comprehensive and effective environmental education program, this model includes 10 phases addressing: committee development; environmental education goals and objectives; literature reviews; program goals; curriculum development; inservice teacher education; a…

Level II, General Public Access, of a 5-stage madel of public access to computers through science-technology centers is described. Tables contain categories and examples of interactive computer games and programs, and computer classes offered at various science centers. (CMV)

Discussed are the strengths a field-study approach brings to undergraduate education, a model for conceptualizing a full range of field settings in the community, business, and government, and sources of strain in developing and implementing a program of non-classroom-based learning. (JMD)

Described is the process involved in the development of teaching objectives for a university graduate course in professional ethics, limited to the human service professions of education, business administration, social work, and the ministry. A model of the five-step process is presented, and a bibliography is provided. (JMD)

Asserting that an effective rural social work curriculum begins with faculty commitment to the rural experience, this article describes the undergraduate curriculum at Lock Haven State College, Pennsylvania, a systems/planned change model, a problem-centered teaching approach, and the equasion of professionalism and activism in public social…

The validity of the constructs underlying the Clark-Trow Typology of College Student Subcultures--academic interests and non-academic interests--are confirmed. However, there are indications that the involvement with ideas dimension does not discriminate satisfactorily among the four student groups. (Author/MV)

Discusses the change agent role of the adult education staff development trainer in the framework of Havelock's three process approaches to change: problem-solving, social interaction, and linkage. Describes the Iowa model for the statewide dissemination of the results from special demonstration and staff development projects. (EM)

This article describes an operating college advising services model which uses paraprofessionals. The article recounts the ways in which the model has been implemented in one college, describes the model's salient characteristics, indicates that the model is research-based and, most importantly, includes replication guidelines for practitioners in…

Rational Emotive Education--an outgrowth of theories developed by Albert Ellis--is a teaching design of mental health concepts and problem-solving activities designed to help students to approach and cope with their problems through experiential learning, via a structured, thematic sequence of emotive education lessons. (MJB)

Interpersonal and emotional problems are best explained as learning phenomena. It is necessary to reject the clinical treatment component of the medical model in favor of the mass teaching component of the educational model. Developments which might take place as the educational model takes firmer hold among professionals are discussed. (Author)

Interpersonal communications and problem solving is critical and pressing. This aspect is the focus of teacher education programs in which teachers examine their interactions and develop new modes of communications and new skills for problem solving. (Author)