Arguments for and against disclosure of standardized test contents and answers, addressing issues of humanizing the testing process, equalizing educational opportunity, ensuring accountability, minimizing costs, ensuring fairness, and protecting test validity, are presented. (MSE)

Describes how low-cost audiovisual aids are effectively used at the College of Science Learning Resources Center at Texas A & M University. (HM)

Suggesting that, like the National Assessment of Educational Progress (NAEP) in the United States, Britain's Assessment of Performance Unit is likely to evoke opposition, the author proposes a teacher-based assessment system as an alternative. (SJL) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Evaluation).

Suggests implications of extending the kind of accountability to which public school teachers are subjected to other professionals, including doctors, parents, and clergymen. (DB)

Explains and demonstrates time-series statistical analyses with a case example. Argues graphs and nonparometrical statistical analyses are not valid methods for evaluating behavior change due to counseling. Suggests the use of time-series statistical analyses enables counselors to employ a reliable method of measuring change in counseling…

Uses the language and processes of instructional design and development to define relevance and to apply that definition to what is and isn't being done in instruction through a model that emphasizes time, instructor control, and location for practice opportunities as they relate to the objectives. (Author/CHC)

Argues that systematic community college reforms are required to maintain open access and meet demands for higher academic standards and fiscal accountability. Reviews the development of the access vs standards debate, considers special problems caused by the increase in federal student aid and enrollment-driven funding, and outlines six reform…

Although at one time leadership for establishing requirements in certification and preservice teacher education programs was the domain of teacher educators, that responsibility has shifted to legislators. An example of the result of the legislator's role in program development is a competency based teacher education program. (JN)

Academically, Canadian education is at the crossroads between formalism and functionalism, with the latter prevailing in recent years. There now arises a demand for a more integrated approach, linking legal theory with legal practice. (MSE)

Some problems and solutions of "steady state" or nongrowth higher education institutions are considered, such as accountability, lack of funds, and lack of staff mobility. Possible remedies discussed are early retirement, fractional appointments, retrenchment, retraining, flexible ranking, and protected positions. (MLW)

Seven weaknesses of accreditation are described: long intervals between site visits, automatic accreditation of branches, weak penalties, inadequate public disclosure, inadequate enforcement, leadership shortcomings, and problems with program evaluation. (Author/MLW)

This article uses some survey findings to provide a perspective on how junior and infant school teachers view their teaching and their responsibilities in light of issues raised by the Great Debate: a mandated core curriculum, curriculum content, accountability, teacher competence, and the future of primary education. (Author/SJL)

Information systems are becoming more than computer systems, with new equipment and techniques combining with data processing to form a new field called information technology. The emerging discipline of systems engineering is discussed along with nine systems engineering techniques. An organization chart of an information services department is…

Examines forces which are undermining the principal's leadership role and ability to effectively administer the school: teachers and unions; the competency movement; political and community interest groups; and media pundits. (SJL)

During the 1980's shifts in social, economic, and political forces will be such that major changes will be necessary if educational agencies are to continue to provide a relevant and necessary service to the society that supports them. Institutions must accept change and become skilled in the change activities required. (Author/MLW)