Health education researchers have occasionally used measuring tools inappropriately. Test validity and the use of criterion-referenced tests are discussed in view of this need to improve health education research. Also described are handbooks containing measuring devices for the use of health education researchers. (CJ)

Describes intensive German courses at North Texas State University and gives suggestions for publicity, screening, testing, transfer to traditional course sequence, providing special help, and maintaining a positive student attitude. Positive results strengthen belief that an effective intensive program corresponding to requirements and abilities…

The way that employment outcomes of various educational programs are described has implications for educators, students, and employers. Standardization might be achieved by using titles of the U.S. Census and the Dictionary of Occupational Titles. (Author)

Describes immersion education as practiced in Canada, outlining immersion programs' background, structure, methodology, and outcomes. Suggests that, to achieve the outcomes of immersion education developed for majority language groups, some minority language groups may require programs beginning in the first language and continuing in both the…

Describes the Personal Career Development Plan for graduate students which aims for the production of a program of graduate study that develops an articulated set of professional competencies that the graduate faculty consider for approval. (CT)

Focuses on problems associated with program development for older adults. Dangers are exemplified by the inability of program designers to share expertise. Territoriality becomes central in determining who should develop and implement programs for and about older people. Collaborative efforts between gerontologists and educators are suggested to…

Three articles discuss programs for primary and elementary special education students in a resource room and in mainstreamed settings. The final article discusses a positive approach to dealing with namecalling in the mainstreamed setting. (CL)

Describes a 24-month self-assessment of the Instructional Design, Development and Evaluation (IDDE) graduate program at Syracuse University, which included reviews of training and educational needs, curriculum analyses, and critiques by past graduates. The rationale for change is discussed, as well as implications for the future. Five references…

The small percentage of private schools with flourishing senior project programs share common characteristics of program philosophy and design. These programs help students take advantage of available programs such as the annual two-week long Chesapeake cruise of the 60-foot schooner "Dawn Treader." (SB)

The author discusses the need for faculty development among undergraduate teaching personnel and presents results of a faculty and administrator survey at a major southern university on the components which might be included in an ongoing faculty development program. (Author/SJL)

Outlines multicultural knowledge and skills desirable in a teacher education graduate and cites conditions necessary in multicultural teacher education programs: a heterogeneous student body and faculty; a philosophical commitment by the faculty to multicultural education; and use of intercultural teaching strategies. (SJL)

It is suggested that the most desirable approach to combatting the smoking problem is to prevent youngsters from beginning to smoke, rather than prescribing treatment for them after they have become steady smokers. A program, which uses peer models, is described in this paper. (Author/KC)

Describes the Cooperative Industrial Education Program at a New Jersey high school. In the program, apprenticeship training is offered in the schools along with the basics (English, mathematics, history, physical education). Also discussed is how the program developed, employers' support, and the program's long-range effects. (CT)

Reviews the needs assessment studies described in this journal issue. Concludes that (1) lessons from completed needs assessments can help continuing education practitioners plan and conduct future studies, and (2) a rational, need-reduction, decision-making approach can improve continuing education programs. (CT)

The authors offer a plan enabling prospective doctoral students in education to design their own programs, which enhances student-university relationships and personalizes programs of study. (Editor)