Educational adequacy can be defined in six ways: as minimum standards of knowledge; internal school efficiency; internal efficiency for equity; and external efficiency in students' social functioning, job markets, or equity. Each definition implies different goals and different methods of estimating the financial requirements of adequate…

This paper explores the debates which have contributed to the conceptual development of global education. The meaning of global education is clarified by exploring the relationship between various world views and the purposes of global education. The author contends that these perspectives determine the content and purpose of global education. (BW)

A working definition of optometry is given, and four areas for evaluation of clinical competency are outlined: the abilities to develop professional interpersonal relationships with patients and colleagues, determine the specific procedures, and interpret and use clinical data. Student evaluation methods are noted. (MSE)

Defines the nature of curiosity, relates curiosity to exploration and discovery processes, examines the teacher's role in using student curiosity as an educational resource, and discusses the characteristics of curiosity in the school child. A figure illustrating the curiosity arousal curve and a reference list are included. (JL)

Provides an overview of the impact of computers, particularly microcomputers, on school libraries and learning resources centers, with an emphasis upon computer technology and the types of library operations computers can perform. A glossary of vocabulary from the computer field, a reference list, and a 26-item bibliography are included. (JL)

Reviews definitions of the concept of cultural pluralism. Suggests criteria for defining and measuring the concept and develops a typology of cultural pluralism suitable for makinq comparative analyses. Relates types of pluralism thus identified to variations in ethnic political activity, with emphasis on Canada. (Author/MJL)

Presented are common words and phrases which are encountered in the statistical analysis of test results. Included are analysis of the mid-point, distribution of scores, calculation of scaled scores, test reliability, item analysis, and coefficients of reliability. (CS)

Explores differences between teachers' typifications of boys and of girls as pupils in nursery schools in Britain and summarizes teachers' commonsense theories of these sex differences. For journal availability, see EJ 222 605. (Author/DB)

Discusses the legal definition of emotional disturbance proposed by the federal government under PL 94-142. Reports how modifications in the original research definition damage the integrity of the research and the conceptual base from which the definition is drawn. Delineates problems inherent in the definition. (Author/RC)

"Permeation" of Catholic concepts and values into subject area materials can work, if carefully done, but a better way to reinforce Catholic consciousness is within the school environment, using truly Christian values as the basis for school methods and interpersonal relationships. (SJL)

Reviews recent literature on ethnicity, discussing definitional and conceptual problems in the field. Suggests that major problem areas can be resolved if general agreement is reached on what is meant by "ethnicity" and "ethnic groups," and if these concepts are used in the analysis of intergroup relations. (Author/GC)

Underscores the problems of misunderstanding and misrepresentation in competency-based education (CBE). Proposes a definition of CBE, acknowledging that it must be adapted to individual colleges. Offers a rationale for adopting a CBE framework and provides an inventory model to facilitate the assessment of the quality of a CBE program. (CAM)

Explores the meaning which children attach to time. Offers possible definitions of time and questions the reliability and validity of the standard unit of time as used in school laboratories. (GS)

Voluntary organizations are unaware of their potential as settings for learning and fail to distinguish between learning outcomes and instructional approaches. Adult educators can help such organizations by establishing a clear operational definition of adult education and developing plans for accomplishing educational goals. (SK)

Discusses assumptions and criticisms of rule-governed approaches to interpersonal communication research and theory. Outlines a definition of rules that does not require sole reliance on interpersonal actors' statements about their behavior or assumptions of communicator self-awareness. Suggests consideration of rules-based concomitants of…