A primary purpose of marketing education is to prepare students to perform throughout their careers, and performance largely relies on transferability of knowledge. It has been demonstrated that training in metacognition, along with emphasis on transfer, does lead to increased probability that knowledge will be transferred into environments…

This article presents and discusses the results of a literature review that was conducted in order to understand ambivalences observed in reflections on the research-teaching nexus. As a result of this literature review, it is possible to attribute these ambivalences to the mixed use of two approaches: on the one hand, a functional approach that…

This article describes the successful stories of the Early Mathematics Education Project at Erikson Institute in Chicago. It intends to address three questions related to the project's work: What is the purpose and scope of the program? How does the program work to enhance the mathematical competence of early childhood teachers? What are the…

This document is an amalgam of three leaflets describing various aspects of the Competence Based Learning Program (CBL) of Alverno College, Milwaukee. The first document, "Historical Development of CBL at Alverno," is a concise history of the movement from the recognition of a need for change in the teacher preparation program in 1969,…

At a national workshop sponsored by the American Home Economics Association (AHEA) in 1974, 71 participants (home economists representing all subject-matter and professional sections of the AHEA and other participants chosen for their experience in competency-based education or teacher education) determined that professionally defined competencies…

Two learning modules, a film script, and a posttraining exercise comprise this participant handout which was designed for use with video tapes in a workshop conducted at the University of Toledo in the training of competency-based instructional personnel. Module 1, consisting of a pretest, criteria check, and grading keys, has the following…

There has been increasing interest in assessing teachers' cross-curricular competencies as a result of reforms in teacher education in Switzerland. At Zurich University of Teacher Education, future students who do not have formal qualifications are required to pass several examinations and a test, which is known as an "assessment…

The paper introduces issues regarding graduation of handicapped students. Modifications to graduation requirements include course substitutions; curricular, method, evaluation or materials modification; and additional time allotted for completion of the degree requirements. Requirements for graduation from Show Low High School are listed under the…

This article examines four issues regarding the utilization of precise instructional and learner performance objectives. These issues deal with a) the measurability of educational outcomes, b) the difficulty of specifying objectives for some subject areas, c) the individualization of instruction, and d) dehumanization of education through…

The document presents the fourth of six modules resulting from a 3 year project to develop and test competency based programs for camp personnel serving the physically handicapped. The module is divided into three units--health considerations, safety factors, and assistance for campers. An introductory section gives an explanation of competency…

The speaker briefly profiles the District of Columbia Public School system, describes how the district organized to introduce performance-based education, and outlines the administrative structure supporting the program. (IRT)

This catalog of concepts in the pedagogical domain of teacher education organizes the critical concepts and provides definitions, indicators, and illustrations of the concepts. Chapter 1 presents a rationale for the selection of concepts in teacher education and discusses pedagogical domain, interactive teaching, the format of concepts in this…

A discussion of the Discrepancy Analysis System, which identifies the difference in expected performance and actual performance as revealed by testing. (Author/HB)

Discusses the current concern about establishing standards for student performance and argues that setting such standards ignores natural variability among children. (JMB)