This examination of programed instruction both as a product and a process lists Bullock's Thirteen Questions to check the extent to which an instructional program can be viewed as programed instruction and explains the rationale behind them. It also clarifies some common misconceptions about programed instruction. (EAO)

Presents a procedure for designing management simulation games in which a series of progressively detailed documents describing the game are prepared until a blueprint of the developed game has been created. The development sequence is described in detail and two tables listing the phases of game documentation accompany the text. (JL)

The author presents his thoughts on the meaning of continuing education. He discusses it in the larger background of the ideals and values of our society. (Author)

Describes the use of elaboration theory in selecting, sequencing, synthesizing, and summarizing instructional content that is predominantly conceptual in nature. The elaboration theory is summarized and the instructional design process based upon it is outlined. Six figures, a glossary, and a 27-item reference list are included. (Author/JL)

Adapted physical education is described as a comprehensive service delivery system designed to meet the unique needs of handicapped children with problems in the psychomotor domain. (SB)

Examples and nonexamples of geometric concepts are discussed. Four guidelines for selecting and using geometric examples and nonexamples are presented. (MK)

Different concepts of profit may lead to communication problems in business negotiations. A study of Japanese and American business students' concepts of profit revealed Japanese unidimensional and American multidimensional conceptualizing of profit. (PD)

Two questions are addressed: (1) What is Competency-Based Education (CBE); and (2) What are some persistent questions which need solutions in CBE? CBE is seen to be a unique and powerful vehicle which teachers can use to deliver instruction according to a student's needs. (MP)

Six possible ways of defining prime numbers are given, and additional activities on the topic are suggested. (MK)

In this paper, a teaching model for the appreciative dimension of visual aesthetic education is presented, with a brief outline of the major theoretical sources used in its construction. (Author/SJL)

Examines the arguments of three educators (J. P. White, D. Cochrane, and B. Crittenden) who have criticized instructional attempts to expand children's creativity. While flaws in theory and practice are admitted, it is maintained that the critics apply standards to creative education that are not applied to general classroom teaching. (Author/SJL)

Analysis of the use made by 93 British primary school teachers of the word 'commitment' revealed that they were using it in four different senses--as caring, a concern for occupational competence, personal identification as teacher, and career-continuance. All suggest different motives for entering and remaining in teaching. (Author)

This article provides teachers with an overview on tort liability as it applies to their profession, especially in relation to student injuries. Such legal concepts as tort, negligence, and in loco parentis are discussed and guidelines are drawn from selected court cases. (SJL)

Examines contemporary "technocratic" and "progressive" approaches to literacy. Discusses "functional literacy" in relation to the classical model of "high literacy." Suggests research be guided by considerations of contextual factors influencing acquisition and use of literate abilities and organized in…

Illustrates activities which social studies teachers can use to integrate environmental concepts into existing curricula. Activities include: The Web of Life, designed to develop student understanding of energy, producers, consumers, decomposers, and raw materials; and Population and Resources, based on identifying effects of resource depletion on…