The author describes an affective education program which helped fifth grade students to understand themselves better and to increase their vocabulary for expressing emotions. As a result, students seemed to increase friendships. Various learning tasks and procedures were used to achieve the above. (SE)

Sister Genevieve Speltz is interviewed regarding her views about music education. Among other things, she believes that the aesthetic experience of music is the primary goal of music education today. (KC)

Outlines the educational values of educational theater in high schools in terms of the audience as well as the performer, including such areas as motivation, reading comprehension, literary analysis, the value of repetition, the ability to meet deadlines, and accepting responsibility for one's own work. (JMF)

Three fundamental theoretical issues of importance to the work of curricularists are examined: (1) the matter of the technical and the practical; (2) the relation between knowledge and human interests; and (3) the relation between theory and practice. References are made to the critical theory writings of Richard J. Bernstein and Jurgen Habermas.…

Describes a study to analyze congruence between teachers' and students' perceptions of selected cognitive and affective dimensions of sixth grade social studies classes. Findings indicated little congruence between teacher and pupil perceptions. Reasons for this incongruence are discussed. (Author/DB)

A description is given of an inservice faculty development model for career education awareness which successfully produced affective and cognitive training by developing (1) awareness of and (2) response to the career education movement, and (3) knowledge of and (4) application of career education concepts, issues, and materials. (MJB)

Reports on the development and validation of a Likert-type instrument to assess the attitudes and opinions of high school chemistry students, chemistry teachers, and university scientists toward the behavioral objectives of laboratory work in high school chemistry instruction. Ratings of a sample of secondary students, teachers, and scientists are…

Provides a rationale and methodology for measuring student attitudes and affective learning. (SL)

By providing adolescents with the opportunity to interact with a much extended social environment of humans past and distant, the history teacher is able to promote maturity of moral judgment as an important aspect of social development. Some normative data relating to this transition in adolescents are presented. (Editor/RK)

A study of 70 kindergarten and 20 sixth-grade students determined the affective changes which occur when older children tutor younger ones. The research indicates that cross-age tutoring promotes positive attitudes toward upperclassmen among lowerclassmen. Methodolgy is described. (JL)

Traces the origins of two approaches to the modern college curriculum. Assesses differences in the goals of natural science as a major and as part of the liberal arts curriculum. Advocates incorporating affective objectives into natural science courses. Highlights obstacles to affective objectives. (DMM)

Nothing is more important to success in schools than the quality of relationships between and among students, teachers, and parents, particularly for children under stress. In focusing on teaching and learning as mechanical processes, educators give little attention to the quality of relationships so necessary to self-development. (MT)

Dated and/or limited articles in professional journals contaminate understanding of present progress in research. Here are some recent, broader references in affective objectives and teaching effectiveness to balance the material published in the Spring issue of Education (EJ 116 966). (Editor/RK)

The problems of evaluating educational programs for the gifted outlined here are: dealing with "higher level" objectives, the development of appropriate measurement devices, and the availability of time, money, and personnel. The Key Features Evaluation System, in four steps, is described. (BW)

Interprets a range of affective evaluation practices, with a brief discussion of the strengths and limitations of each. Ideas for some new directions are also explored. (Author/JG)