Clarifies the meaning of accountability and dispells misconceptions about it. (RK)

Author discusses the implications that criterion-referenced tests have for the teacher and for testing programs in the schools. (Author/CB)

Purpose of this experiment was to explore to what extent people can acquire concepts from exposure to definitions and to determine whether a procedure that induces semantic encoding will have the same effect on concept learning as such procedures have on associative learning. (Authors/MB)

Discusses some of the various definitions assigned to reading. (MM)

Asks three questions which must be answered before industrial arts will have a positive identity. (SB)

A test of the relative effects of verbal definitions and numerical examples as correctional feedback in a computer-assisted learning task. (MM)

Essay on the relationship between the social sciences and humanities, and its implications for social studies education. (SE)

The conceptual approach to learning strives to arrange the best environment and materials possible for learning and simply allows it to happen. Basic to the provision of such a vital teaching learning" climate is the thoughtful identification of statements acceptably usable in structuring such a curriculum. (Author)

The author presents and explains a classification scheme intended to define learning behavior in terms of cognitive principles, affective principles, transformational principles, and heuristic principles. (LS)

Refutes the questions raised by Tuinman and Blanton in this issue concerning his reading comprehension model and its validation. Restates his purpose for examining this area of reading. Tables and bibliography. (RW)

Article addressed itself to the question of whether adult education is a profession, considered terms associated with occupational professionalization, and discussed some alternative stances to lifelong learning and lifelong education on the part of adult educators. (Author/RK)