Evaluation models have been taken as methodologies for actually conducting evaluations, instead of as persuasions or frameworks within which more specific constructs and methods must be placed. Although evaluation models do not provide methodologies, they do provide a guide for thinking about how an evaluation could be conducted. (Author/LC)

Responds to an earlier comment, in a continuing discussion of Parsonian functional imperatives and their basis in observation, their intellectual status, their ability to be tested empirically, and the number of imperatives. (RW)

Provides a brief history of industrial arts curriculum development, a rationale for a technology-based study of industrial arts, and the use of a systems view in understanding and interpreting technology. (SK)

Discussion of the strengths and weaknesses of various approaches to needs assessment is followed by a description of the five phases of the flexible composite needs assessment approach, START (Systematic Technique for Assessing Resources and Training/Development) for developing training programs within various types of organizations. (EAO)

As companies devote more resources to training, the need for valid information about the return on investment increases. (JOW)

The Behavioral-Systems Approach (BSA), a broad-based approach to intervention with a range of school social systems, is presented and some outcome evidence of the utility of the approach for practicing school psychologists reported. (Author/BW)

Model developed to enhance understanding of group processes and dynamics and to help plan for intervention and research in treatment or task groups. Presents a cognitive map of a group, incorporating five sets of group variables: (1) member characteristics; (2) behaviors; (3) group characteristics; (4) episodes; and (5) output. (Author/NRB)

The example of a man blinking at a light serves as the starting point for an inquiry into the complex relationship of stimulus and physiological response. Countering the charge of reductionism, the organism in its environment is shown to be a case of energy flow and transformation. (AM)

Deals with three types of philosophical issues surrounding theory development: epistemology, abstraction and the concept of system, and values and ideology. (JM)

This paper outlines and discusses in-service programs that involve cooperative efforts on the part of universities and school districts. (MM)

The constructive and developmental framework, whose conceptual roots lie in the work of Piaget, outlines the holistic personality process of systems of making meaning, systems that organize human thought, feeling, and action. Applications of this model are presented. (Author)

Presents a relatively new theoretical, clinical, and research approach to dreams. Describes the functional theory of dreams and contrasts the functional approach with the more familiar interpretive approach. Reviews the origins and later spin-offs of the interpretive approach. (Author)

A history is given of the internal strife that has characterized academic philosophy during this century. Some ideas that might help philosophers of education to use philosophical speculation as a justifiable and profitable philosophic activity are presented. (JN)