Sketches a conceptual framework for motivational design using a systems approach, and gives specific ideas that might fall into its domain. Three types of motivation are identified, and corresponding instructional design strategies are suggested for each stage: entering motivation/matching, process motivation/manipulating, and resultant…

The article offers an ecological view of deafness through identification of the hierarchically arranged, bio-psych-social levels which influence development and the sequences of interaction within and between levels. The organization of ecological fields is described by a cybernetic model from family therapy. A detailed case example is presented.…

The article describes a participatory, problem-solving systems change model appropriate for school programs serving handicapped children which consists of five phases through which an agency proceeds to institute change: entry, mobilization, planning, implementation, and review. A case study shows the application of the systems change model in a…

Presents a model for organizing presession and midsession therapy team conferences. Examines the risks in working in teams and proposes ways to counteract these risks, based on experiences at the Family Therapy Center at the Worcester Youth Guidance Center. (JAC)

Describes a scheme consisting of nine elements or "themes" ordered in terms of their more probable links developed from clinical work with crying infants. Theme categories are genetic/hereditary, psychiatric disorder, central nervous system, medical health (chronic), medical health (acute), nutrition/allergy, form, psychosocial…

Six categories of issues in an open learning system are explored, and the functional characteristics of an open learning system are described. (Author)

A teacher responds to educational accountability by stating it fails to recognize education is the result of a human encounter which can liberate enough energy to satisfy any educational goals set forth. (MM)

The author argues for student-centered instruction, where technology can be involved both in the process as well as in the content. (Author/AN)

The author elaborates on two possible definitions of instructional technology. (AK)

Reviews the state of the art of educational technology in Australia, concluding that "considerable use is being made of instrumentation in the teaching and learning process, but that the hardware "has not been matched by an adequate technology of instruction. (Author/LS)

Today information science is confronted with three major handicaps: (a) to overcome its preoccupation with scientific and technical information; (b) to strip the eggshells" remaining from its ancestor disciplines; and (c) to find its systems approach." (Author)

Placing the child in a wholistic rather than an atomistic situation causes the classroom to become child-centered. In this way, concept formation by the child is accelerated. (CK)