THIS PAPER DESCRIBES THE RULEG PROGRAM SYSTEM, WHICH IS BASED ON THE PREMISE THAT THE VERBAL STATEMENTS OF A PROGRAM CAN BE CLASSIFIED INTO "RU'S" (RULES) AND "EG'S" (EXAMPLES). ALL RU'S ARE STATEMENTS OF SOME GENERALITY, FROM WHICH SUBSTITUTION INSTANCES, OR EG'S, CAN BE OBTAINED. 12 STEPS FOR THE CONSTRUCTION OF RULEG PROGRAMS ARE…

THIS DOCUMENT DISCUSSES THE FOLLOWING TOPICS IN CONSTRUCTION OF A PROGRAM, AND GIVES EXAMPLES OF RELEVANT SEQUENCES--DEFINING THE FIELD, REINFORCEMENT, GRADUAL PROGRESSION TO ESTABLISH COMPLEX REPERTOIRES, EMITTED BEHAVIOR AND PROMPTING, FADING AND VANISHING, CONFIRMATION AND SCORING, OBSERVING BEHAVIOR, PRACTICE AND REVIEW, UNDERSTANDING AND…

Prior experience with Elementary and Secondary Education Act Title I programs has provided evidence that school districts are implementing supplementary programs funded by Title I which are separate and distinct from the base education programs. The focus of this study is on the relationship between the Title I supplementary programs and the base…

Discusses the applicability of quality circles in schools. Examines elements of a successful quality circle program, the decision to have such a program, establishing quality circles, potential problems, and the use of quality circles in school districts. (CT)

Proposes a three-dimensional model of content for the study of technology. The dimensions are elements (humans, information, energy, tools, processes, materials); contexts (transportation, production, communication); and levels (cybernation, mechanization, handcraft). (CT)

This paper (chapter 7 of a larger monograph entitled "Training Teams of Teachers for Urban Schools: The Ford Training and Placement Program") discusses the three major stages of training in the Ford Training and Placement Program: a) specialist training and focused preparation, b) cadre training and coordinated preparation, and c) the intern year…

Discusses the design of a performance management system that not only enables managers to solve performance problems, but also enables human resource development specialists and staff to provide a useful tool and a successful program. (CT)

Immediate steps must be taken to construct a plan to help middle school students make the transition to the high school. A Program Evaluation and Review Technique model for helping to construct such an articulation plan is provided in this article, and program sequence and timeline charts are included. (DCS)

The authors present a suggested content outline for the structuring of a program in materials and processes technology. They also discuss program rationale, content structure, and program goals. (CT)

Despite the call to come together as community to instill citizenship in youth, there is a powerful educator and community member who does not attend school conferences or sit on community building teams--the mass media. The dynamics of daily living have been transformed by the increasing presence of mass media in daily life. This article…

This article is concerned with the importance of effectively training job analysts and provides a framework for training the job analyst. It discusses why job analysts should be trained, what type of training is available, the basics of job analysis, group facilitation, practice job analysis sessions, independent training sessions, and the…

This article summarizes the main findings of a research study concerned with the position of team teaching in the secondary schools of England and Wales during the academic year 1983-84. A brief account is given of the nature and organization of team teaching schemes currently in operation. (Author/CT)

Although appropriate rater behaviors are critical to the success of any performance appraisal system, raters frequently receive little or no training regarding how to carry out their role successfully. This article outlines the major elements that should be included in an effective rater training program. Suggested training approaches and the need…

Unless education transfers back to the job, training is wasted and its value questioned. This article examines resistance to transfer and provides strategies for building transfer into training design. (CT)