The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…

The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…

The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…

The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…

The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…

The Objective-Item Bank presented covers 16 sections of four subject areas in each of four grade levels. The four areas are: Language Arts, Math, Social Studies, and Science. The four grade levels are: Primary, Intermediate, Junior High, and High School. The Objective-Item Bank provides school administrators with an initial starting point for…

Presents observations about the long-range computer plans from three journalism schools, noting varied objectives, the most frequently chosen hardware, and the scarcity of software specific to journalism and mass communications instruction. (HTH)

Lists a model of the dimensions of scientific literacy. Explains the characteristics of the scientifically literate person. Suggests ways that the dimensions can be used for program improvement. (GS)

This paper proposes a proven, viable program aimed at alleviating the intransigent attitudes toward curriculum change and the subcultural conflict of teacher and student interrelationships and, as well, provides an experience in humanized education. (Author/RK)

Disillusionment with the many bilingual programs developed under Title VII, 1965 Elementary Secondary Education Act, indicates only a lessened commitment, and a justifiably more cautious approach; the seeds of doubts, the problems, and possibly the likelihood of failure were built into the program from the beginning. (Author/JM)

Describes the procedures, results, and conclusions of a study which involved (1) the development of computer programs for use in an introductory college chemistry course, (2) an evaluation of the programs, (3) an analysis of the extent to which the programs provided for individual differences, and (4) a description and evaluation of the…

Discussed are the confussions which arise between research and evaluation. The researcher seeks out generalizable principles whereas the evaluator is primarily concerned with gaining a better description of a program, a set of procedures or materials or a change in bahavior." Presented at American School Health Association, October 1970. (CJ)

Discusses the methodology employed to evaluate systematically the entire core program of study at Oregon State University's School of Business. Examines the review methodology which took into consideration topic coverage, unnecessary duplication, and resource constraints; how results of the review were used; and benefits of the review. (CT)