Essay focusing on how achievement motivation is developed in students and adults, with some discussion of how various dimensions of educational technology may contribute to this development. Paper written pursuant to contract 0-8-071231-1747 with the U.S. Office of Education, under provisions of the Cooperative Research Program. (LS)

New trustees at Shore Country Day School in Beverly (Massachusetts) receive orientation through three two-hour training sessions that include an introduction to the school and the trustee's role, discussion of the school's financial management and development, and a school visit with descriptions of programs by school administrators. (RW)

This article provides some guidelines for coaches and athletes for goal setting strategies: (1) set realistic goals; (2) write down goals, so that they are remembered and understood by all persons involved; (3) set measurable objective goals; and (4) have coach act as facilitator. (CJ)

Examines factors influencing goals set prior to recruit training, the relationship between such goals and subsequent performance, and factors influencing the goals set after entering the Marine Corps. Findings suggest that attrition will decline if individuals receive a more realistic account of recruit expectations. Five references are listed.…

Describes the proliferation of new daily newspapers and the common goals and limitations that community colleges share with those newspapers. (AEA)

Data from a sample of Black soldiers are utilized to examine extent to which "eclecticism" (low interrelatedness between goal and means) rather than "coherence" (high interrelatedness between goal and means) characterizes the ideological profiles of members of this minority group. (GC)

Physical education paraprofessionals should be properly oriented and trained before going into the classroom. (JD)

This exploratory study initiates a research basis for understanding superior use of human potential. Reported episodes of peak performance indicate that peak performance is an independent entity with distinguishing phenomenological dimensions: (a) clear focus upon both object and self; (b) spontaneity and unrestrained behavior; and (c) expression…

These activities, all centering on the child's name, may help the elementary music teacher learn children's names as they participate in educational music activities. Each can be incorporated into the regular music curriculum and can be used for a short time at the beginning or end of the music class period. (Author/SJL)