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)

Formulating a curriculum for library education should involve all the library school faculty members in determining objectives, approaches and criteria, selecting and organizing contents, deciding on teaching-learning strategies, preparing instructional materials, and examining assessment methods. (FM)

Describes the motivating reasons for a systematic approach to the specification, design, and development of information systems, and surveys some of the methods developed to assist software specification and design. Ways that system development organizations can create and use such techniques are emphasized. (Author/FM)

Reviews major approaches to assessing library effectiveness and then proposes a systems model that conceptualizes effectiveness as a process of converting inputs to outputs. Implications for library management are discussed. (JD)

Argues for more emphasis on the fabric which holds curriculum detail together and describes those conceptual tools which may help in redirecting thinking toward holistic approaches to instruction and teaching. Linkages between educational technology and learning theory help guide this quest. (Author/RAO)

A report on a conference titled "Communication Policy and Planning for Education and Development." A systems approach to communications planning is outlined. (BD)

Discusses the impossibility of organizational change and how that impacts the role of human performance technology. Five components of technology are described, including systems thinking; personal learning and mastery; mental models; building shared vision; and team learning. (LRW)

Discusses systemic thinking and how it can help educational technologists better cope with change. Highlights include major societal paradigm shifts, differences between the industrial age and the information age that affect education, features of an information-age educational system, and changing uses of media and technology. (LRW)

Discusses the redesign of educational systems and presents a designing matrix to help select boundaries of a new system. A conceptual framework for exploring educational system boundaries is described, systems models are discussed, and the three cells of the matrix are explained. (LRW)

Individual mastery of knowledge, skills, and abilities is no longer a sufficient guarantee of competent practice. Behavioral and cross-professional capabilities for effective teamwork should also be considered in the design, delivery, and evaluation of continuing professional education. (SK)

A professional practice model is a system that supports control over nursing care. It has five subsystems: values, professional relationships, delivery model, management approach, and compensation and rewards. Comparison of five health facilities provides guidelines for planning, implementing and evaluating a professional practice model. (SK)