Several concepts and themes fundamental to program evaluation are identified: value positions, concept of fairness, and the lack of an ideal applicable to all situations. Evaluation references are selected covering the topics: evaluation approaches, evaluation issues, evaluation in higher education, and administrator evaluation. (MLW)

The semantic differential technique was used to assess relationships among college students' (N=150) perceptions of leisure, work, future, self, and school. Results suggest that individuals tend to perceive work, leisure, education, the future, and self as interrelated life components. (RC)

Argues for a socio-historical investigation into the process of a subject's becoming academically accepted. Provides a case study of the evolution of geography as a discipline and concludes that high status academic knowledge gains adherents through well-established connections with patterns of resource allocation and the associated work and…

Describes the new era of industrial research in America and the origins of U.S. industrial research in the nineteenth century which led to current traditions and philosophy. Meeting future expectations is seen as requiring broader science, much of it from academia and licensing. (Author/SA)

Patricia Vance is in charge of a resource room program that helps learning disabled students to cope with the demands of a highly academic curriculum. Her major goal is to teach students to enjoy the process of acquiring knowledge and skills. (CJ)

Investigates the combined influences of social and cognitive factors upon the pattern and level of information exposure of adults. Develops a model of information exposure based on parental socioeconomic status, sex, educational attainment, childhood use of print media, occupational status and complexity, adult print media usage, television usage,…

The decline of the liberal arts, as signaled by declining enrollments, fewer majors, and the ascendency of preprofessional education, is discussed. Business is seen to be retraining students in logical thinking, the principles of cause and effect, human communication, reading, and writing--all traditional liberal arts objectives. (MLW)

Folklore has traditionally been excluded from the definition of the humanities. The value of folklore to the humanities is in providing an opportunity to view the tension between tradition and creativity, an appreciation of oral power, and an appreciation of cultural diversity. (JMF)

Reviews current issues in graduate education as applied to speech communication disciplines. Discusses current enonomic trends as well as the issue of academic rigor versus professionalism. Briefly reviews nine recent book-length publications on graduate instruction. (JMF)

In this memo, the Faculty Senate of the American University accuses the English Department faculty of teaching freshman composition courses that fail to prepare students for dealing with reading and writing assignments in other academic disciplines. (DD)

Noting potential conflict between the two most-frequently stated goals of independent schools, academic excellence and dedicated concern for the individual, the author discusses ways to achieve both. (SJL)

Describes alternative organizational structures for gerontology education for different forms of programs in six institutional types. The study concludes that despite lack of evidence to promote gerontology as a professional discipline, the need for academic legitimacy will have created a profession that in practice does not exist. (Author/BEF)

The concept of "academic standards" is discussed as it relates to the quality of higher education. The differences between applied knowledge and pure scholarship are also examined and some common misgivings surrounding similar terms are clarified. (SF)

Interviews with teachers in 13 British schools in which students participated in the Technical and Vocational Education Initiative showed that learning from work experience is not valued in the formal curriculum. Teachers did consider that it enriched the social development of students of average or below average ability. (SK)

Comparison of 52 British managers who completed National Vocational Qualifications (NVQs) and 104 with academic management qualifications showed both groups developed similar competence. The academic group was higher in written/numerical ability and the NVQ group was higher in team management. NVQs appear to develop general skills and personal…