Two models for determining the composition of educational leadership teams and providing for their training are described. The Educational Team Variable Model has three dimensions: 1) team composition, e.g., principals, teachers, students, or community members; 2) time constraints, e.g., full-time team commitment or nonscheduled sporadic team…

Achievements and legislation (1972) related to teachers and school personnel are listed. Information was garnered via questionnaires sent to all state departments of education and related educational agencies in October 1972; legislative status as of March 1972 is indicated at the beginning of each description. Included topics are certification,…

The School of Management at Syracuse University recently undertook the task of classifying the kinds of competency one should demonstrate in order to function effectively in positions within the field of Business Administration. The study is aimed at identifying the mix of technical skills, general ability, and background knowledge that fits…

Interim work is documented describing efforts to modify computer techniques used to recognize and process English language requests to an instructional simulator. The conversion from a hand-coded to a table driven technique are described in detail. Other modifications to a simulation based computer assisted instruction program to allow a gaming…

Beyond doubt realistic projections of Masters in Business Administration (MBA) enrollment are needed, but the available estimates are unreliable. This study provides an alternative methodology for projecting MBA's to 1990. The National Center for Education Statistics projects MBA's by compounding a series of five past ratios. (Author)

Considers what elements to include in the schedule, script, and handouts of a business communication training program. (RL)

Describes a ten week college level psychology seminar designed to help students take a more active role in their professional and scientific development. The first five weeks consist of tracing the historical developments in psychology; the second half focuses on contemporary topics in professional psychology. (KC)

The initiation, implementation, and midcourse evaluation of a unique training program, specially suited to the needs of the podiatric public health professional, are described. The reconceptualization of the program on the basis of midcourse evaluation is also discussed. (Author/LBH)

Following a survey of the establishment and development of the school, an outline is presented of courses taught, admission requirements, and qualifications attained. The school has answered a serious need in the area of information and library training in East Africa. (Author)

A secondary analysis of data on 109 New England daily newspapers indicated that the number and kind of editorial staffers hired, their training and experience, their salaries, participation of the newspapers in professional workshops and in self-study, and the type of ownership of the papers are all related to performance. (GW)

Presents three different curricular approaches to early childhood education and stresses the importance of consistency among philosophy, theoretical underpinnings, and practice in deliberations surrounding training programs for early childhood workers. (Author/MLF)

Changing expectations and demands upon teachers imply that teacher training institutions need to revise and improve their effectiveness. (JD)

Describes a curriculum developed to train rehabilitation professionals in sexual counseling for disabled persons within the context of normalization and social integration. The curriculum consists of didactic, experiential, and clinical training components. (BM)

Presents a model for developing a strategy for training evaluation, according to the purpose of the evaluation or who is being evaluated. (MF)

The operation of the pilot HEMI project is reviewed with specific reference to the successes and failures of the University of Tennessee in implementing the program. The theoretical framework is reported along with the five phases--introduction, needs assessment, planning, implementation, and evaluation--of the Tennessee experience. (LBH)