A health maintenance organization designed a pilot health promotion program that enrolled 55 employees, primarily allied health personnel. A control group of allied health personnel was also formed. Evaluation results indicate that the experimental group did improve on several health and health behavior measures, but the improvement generally was…

Describes a project conducted by the Texas Agricultural Extension Service to market the Family Day Home Care Providers Program to an unknown clientele. Discusses the problems involved in identifying and reaching the target audience. (JOW)

An instructional methods inventory was completed by 200 geologists and geophysicists, 117 of whom had just completed a technical seminar. Results indicate that field trips, illustrated lectures, and small-group simulations are highly effective instructional techniques. Results also indicate that four and one-half day seminars are preferred. (CH)

This first in a series of articles on an instructional development project management model discusses the role of the project manager, and outlines the phases of the model that is used to meet training needs. Highlights include project planning, instructional development (including creating the materials), and followup (including evaluation). (LRW)

A reworked 1978 article presents a model for designing, implementing, and evaluating programs for gifted students that asks (1) why such programs are needed, (2) what identification/selection criteria should be used; (3) how enrichment or acceleration should be balanced; and (4) and what evidence there is of program success. (VW)

The article provides an overview of benefit cost analysis and its limitations and reviews the applications of benefit-cost analysis within vocational programs for persons with severe disabilities. Recommendations are made to assist state and program developers in choosing among program alternatives. (Author/DB)

Confronts the criticisms of discipline-based art education (DBAE), particularly those claims that DBAE is too narrow and undemocratic in its choice of subject matter and its interest in students. Argues that when properly implemented, DBAE is not only more democratic than other approaches, but it also goes farther in developing students'…

Criticizes discipline-based art education (DBAE), as proposed by the Getty Center for Education in the Arts, as being too confining for classroom use. Considers DBAE to be too narrow and limiting for teachers and calls for new interpretations of a more interdisciplinary view of art education. (GEA)

Considers what discipline-based art education (DBAE) teaches through its implicit characteristics and basic assumptions. Argues that DBAE should not be evaluated in terms of any one curricular model because there are many possibilities for its presentation. States that DBAE does not need to present standardized content or limit study to artistic…

States that Eisner's explanation of discipline-based art education is ambivalent about goals and pedagogical practice. Contends that the art educator's task is to enrich the student's understanding of various themes dealt with by artists throughout time so that they can share in these ideas. (GEA)

Provides an appraisal of the characteristics of adult basic education and continuing education programs relevant to the five dimensions of lifelong learning: (1) age-specific to age-inclusive; (2) formal to nonformal pedagogy; (3) individual to collective learning; (4) social maintenance to social change; and (5) intraorganizational to…

The differences between evaluation of academic units and evaluation of administrative units are discussed, and the development and implementation of a procedure for administrative unit evaluation at the University of Illinois at Urbana-Champaign is described. (MSE)

Maintains that graduate training in sociology is an uneasy compromise between teaching new sociologists practical knowledge and doing what a department's various constituencies demand. Suggests that faculty should develop a continuing dialogue with students and incorporate them, formally and informally, in their work. (Author/DH)

Classifies school-based prevention activities into the following five educational domains: (1) cognitive; (2) affective/interpersonal; (3) behavioral; (4) environmental; and (5) therapeutic. Discusses research findings for each domain. (Author/LHW)

Examines problems that both professional and university youth theatre programs share, namely, concerns about finances, personnel, facilities, artistic quality, and public relations. Discusses how all of these problems may, in reality, be financial problems. (JD)