Nine definitions of minimum competency testing (MCT) found in the literature are examined, with major issues for policymakers to consider as they make decisions whether MCT will serve the goals and purposes of their testing programs. Perceived benefits and costs and criticisms based on implementation procedures are discussed. (Author/CM)

Introduces performance technology as a field of application for training professionals. The term "performance technology" is defined and explained, the epistemological foundations of performance technology are outlined, the relevance of performance technology to training and human development is described, and myths about performance…

Suggests that many of the forces which are resulting in declining enrollments in history courses originate outside the discipline and will not be affected much by remedies attempted by historians. The essay also argues that traditional historical practice will survive the current crisis if its unique identity, values, and functions are reaffirmed.…

Discusses needs assessment as a problem-focusing strategy and examines several definitions of need. Considers five purposes for assessing needs, and presents six guiding principles for the work of a needs assessment team. (RC)

Provides a basis for colleges and universities to develop regulations sanctioning hazing. Describes the types of activities that have caused death. Presents state laws and discusses the legal context leading to civil or criminal liability. (RC)

After defining the relevant terms, the author examines the perpetual debate over the pros and cons of ability grouping, noting that, while conclusive research evidence is lacking for either side, teachers overwhelmingly support ability grouping. This, the author feels, may be evidence of a class structure in the schools. (SJL)

Needs assessment is seen as a viable tool to assist administrators and faculty members concerned about meeting client and community needs for programs. The identification and assessment of instructional program needs is discussed. A definition of need is provided. (Author/MLW)

Problems of definition are discussed and followed by a delineation of three major forces which induced the genesis of mainstreaming: research-based evidence and arguments, litigation challenging long-established practice, and legislative mandates (specifically, the Education for All Handicapped Children Act--P.L. 94-142). (DLS)

The task of defining learning disabilities is complex since there are so many variables operating to cause the failure. Learning disabled (LD) children comprise between 2 percent and 20 percent of the Canadian school population. Severely LD children account for only about 1 percent to 2 percent of the school population. (PHR)

Although Illinois has mandated the teaching of economic literacy, the author finds that little agreement exists on whether this means consumer education, teaching about the free enterprise system, or career education. He seeks to define economic education and considers problems in its implementation. (SJL)

Defines and analyzes the terms most frequently used in student evaluation, examines some current developments and trends in evaluation methods, and suggests ways to improve evaluation instruments, such as planning evaluations before instruction, emphasizing criterion-referenced measures, and evaluating processes as well as products. (MF)

The purposes of education are discussed in terms of the contradictions between the absolute and the relative, the useless and the useful, the liberal and the technical, and elitism and egalitarianism. (JMF)

The major conclusions drawn are that educational policy in British Columbia is in need of change, and that the forces needed to effect this change are emerging. (Author/DLS)

Aspects covered include definitions, identification, and appropriate educational programing. Several programing strategies are briefly described, and attention is given to the problem of creating an effective learning environment for the disadvantaged gifted child. (DLS)

The liberal arts are described as the ideological framework for colleges of arts and science on which hangs the curriculum. A definition of liberal arts is proposed that views the liberal arts as a perspective consisting of seven elements: holism, humanism, history, analysis-belief, creativity, recreation, and values. (MLW)