Results of a 232-person survey include: descriptions of tenant admission and retention policies in all-elderly housing projects; the range of tenant problems acceptable and unacceptable upon application and when they subsequently develop; and the role of other factors. Findings show a need for better coordinated admission and retention policies.…

Proposed changes to teacher preparation programs will increase selectivity of admission within state institutions, stiffen program standards, and encourage more practical classroom experience. These changes, as adapted for preliminary publication by the NJ State Board of Higher Education, are outlined. (Author/GK)

Outlines the history of the North Central Commission on Institutions of Higher Education's institutional accreditation techniques. Contends that explicit scope requirements coupled with minimum structure and a flexible evaluation plan yield useful accreditation plans. Evaluates and reviews the new accreditation criteria statements for…

Sets forth the criteria established by the Commission on Institutions of Higher Education. Describes general institutional requirements. Explains the meaning of candidate for accreditation status and accredited status and the criteria that must be met before an institution can gain these statuses. (CAM)

Argues that research is not only a product and a process but an attitude and suggests that the attitude of ethnography stresses that good teachers should act like good researchers and good researchers should act like good teachers. (JL)

Reviews four standardized tests geared to helping development educators in placing students in courses and assessing their learning levels: the Davis Reading Test; the Descriptive Tests of Language Skills; the Descriptive Tests of Mathematics Skills; and the Nelson-Denny Reading Test. (CAM)

Discusses minimal criteria, the importance of written performance objectives, process and product evaluation, quantitative measurement, and objectivity in vocational student evaluation. (SK)

Compares five style manuals for their differences in stipulating the mechanical rules of preparing research reports. Notes that the really necessary criteria for judging technical writing are legibility, effective presentation, and honesty of content. (RL)

Three criteria for a sound evaluation program are identified: procedures should be credible, valid, and fair. Assessing administrative performance must begin with explication of contextual factors and unique characteristics that constrain or enhance opportunities. (MLW)

Discusses the components of a successful band program. Argues that such programs are organized, community- and school-oriented, and musically centered in terms of student and group accomplishments. (FL)

Reports the results of a survey of personnel directors from a variety of businesses on the factors of job performance appraisals and their common weaknesses. Offers recommendations for appraisal writing, including goals, content, audience analysis, style, and potential legal problems. (HTH)

Examines criteria for selecting reading materials in the schools, including a comprehensive list of questions to be considered in evaluating reading materials. (HTH)

Lists behavioral objectives and evaluative criteria designed for a remedial reading classroom. (HTH)

It is widely believed that evaluations can deliver certain, definitive, and absolutely convincing assessments of social programs. It would be wise to insist only that evaluation findings be credible rather than certain, arguable rather than definite, and persuasive rather than absolutely convincing. (CJ)

Contends that even in the new era of financial limitations on educational research and development (R & D), this enterprise can thrive if adaptations are made in certain areas, including: (1) bases for judging R & D success; (2) bases for financing; (3) view of educational institutions; (4) role responsibilities; (5) communication clarity; and (6)…