Showing papers on "Curriculum published in 1982"

The Handbook of School Psychology

Abstract: CURRENT PERSPECTIVES IN SCHOOL PSYCHOLOGY. Training School Psychologists Before There Were School Psychologist Training Programs: A History 1890-1930 (T. Fagan). The Futures of School Psychology: Conceptual Models for Its Development and Examples of Their Applications (T. Oakland & J. Cunningham). SCHOOL PSYCHOLOGY AND THE SCIENTIFIC STUDY OF BEHAVIOR: CONTRIBUTIONS TO THEORY AND PRACTICE. Strengthening the Links Between Science and Practice: Reading, Evaluating, and Applying Research in School Psychology (B. Phillips). Structural Equation Modeling in School Psychology (T. Keith). Applications of Qualitative Research Strategies to School Psychology Research Problems (D. Polkinghorne & B. Gribbons). The Application of Developmental Psychology to School Psychology Practice: Informing Assessment, Intervention, and Prevention Efforts (D. Tharinger & N. Lambert). What Cognitive Psychology Has to Say to School Psychology: Shifting Perspectives and Shared Purposes (P. Alexander & P. Murphy). Contributions of Social Psychology to School Psychology (F. Medway & T. Cafferty). Current Contributions of the Psychology of Individual Differences to School Psychology (J. Kranzler). Contributions of Developmental Psychopathology to School Psychology (S. McConaughy & T. Achenbach). Implications of Recent Research in Biological Psychology for School Psychology (J. Kalat & T. Wurm). PSYCHOLOGICAL AND EDUCATIONAL ASSESSMENT. Roles of Diagnosis and Classification in School Psychology (R. Kamphaus, et al.). Intelligence Testing in the Schools (A. Kaufman, et al.). Advances in Behavioral Assessment (T. Kratochwill, et al.). Curriculum-Based Assessment and Other Performance-Based Assessment Strategies (E. Shapiro & S. Elliott). Criterion-Referenced Testing Principles, Technical Advances, and Evaluation Guidelines (R. Hambleton). Personality Assessment in the Schools (F. Prevatt). Neuropsychological Assessment for Intervention (R. D'Amato, et al.). Ten Years Later: Trends in the Assessment of Infants, Toddlers, Preschoolers, and Their Families (K. Paget). Effective Instructional Practices: Implications for Assessing Educational Environments (J. Ysseldyke & J. Elliott). Diagnostic Decision Making in School Psychology: Understanding and Coping with Uncertainty (G. Macmann & D. Barnett). The Problem of Bias in Psychological Assessment (C. Reynolds, et al.). SCHOOL PSYCHOLOGICAL INTERVENTIONS: FOCUS ON CHILDREN. School-Based Consultation Theory and Practice: The Art and Science of Indirect Service Delivery (T. Gutkin & M. Curtis). Behavior Analysis: Theory and Practice in Educational Settings (B. Martens, et al.). Intervention Techniques for Academic Performance Problems (S. Elliott, et al.). Social Skills in Context: Considerations for Assessment, Intervention, and Generalization (S. Sheridan & D. Walker). Families as Educational Partners for Children's School Success: Suggestions for School Psychologists (S. Christenson & K. Buerkle). Child Psychotherapy (J. Hughes). Primary Prevention in School Settings (J. Meyers & B. Nastasi). Secondary Prevention: Applications Through Intervention Assistance Programs and Inclusive Education (J. Zins, et al.). Psychopharmacotherapy with School-Aged Children (R. Brown, et al.). Interventions for Integrating Children with Traumatic Brain Injuries Into Their Schools (D. Rapp). Computers in Education and School Psychology: The Existing and Emerging Technology Knowledge Base Supporting Interventions with Children (R. Tennyson & D. Morrison). SCHOOL PSYCHOLOGICAL INTERVENTIONS: FOCUS ON STAFF, PROGRAMS, AND ORGANIZATIONS. Program Planning and Evaluation: Principles, Procedures, and Planned Change (R. Illback, et al.). Excellence in Teaching: Review of Instructional and Environmental Variables (M. Gettinger & K. Stoiber). The Implications of the Effective Schools Literature For School Restructuring (W. Bickel). Effectiveness of Special Education (K. Kavale & S. Forness). Working with Teams in the School (S. Rosenfield & T. Gravois). School Psychology in a Diverse World: Considerations for Practice, Research, and Training (M. Henning-Stout & M. Brown-Cheatham). Psychology in the Schools: Systems Intervention Case Examples (C. Borgelt & J. Conoley). Law and School Psychology (D. Reschly & D. Bersoff). The Legal Rights of Students (B. Sales, et al.). Accreditation and Credentialing Systems in School Psychology (W. Pryzwansky). Indexes.

Developing the curriculum

Abstract: I. THE CURRICULUM: THEORETICAL DIMENSIONS 1. Curriculum and Instruction Defined Conceptions of Curriculum Relationships Between Curriculum and Instruction Curriculum as a Discipline Curriculum Specialists Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography 2. Principles of Curriculum Development Clarification of Terms Types of Curriculum Developers Sources of Curriculum Principles Types of Principles Ten Axioms Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography II. CURRICULUM DEVELOPMENT: ROLES OF SCHOOL PERSONNEL 3. Curriculum Planning: A Multilevel, Multisector Process Illustrations of Curriculum Decisions Levels of Planning Sectors of Planning Curriculum Efforts at Various Levels Sectors beyond the State Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Organizations Websites 4. Curriculum Planning: The Human Dimension The School as a Unique Blend The Cast of Players The Curriculum Leader and Group Process Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Websites III. CURRICULUM DEVELOPMENT COMPONENTS OF THE PROCESS 5. Models for Curriculum Development Selecting Models Models of Curriculum Development Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Websites 6. Philosophy and Aims of Education Using the Proposed Model Aims of Education Philosophies of Education Formulating a Philosophy Examples of School Philosophies Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Supplemental Media Websites 7. Needs Assessment Categories of Needs Needs of Students: Levels Needs of Students: Types Needs of Society: Levels Needs of Society: Types Needs Derived form the Subject Matter Conducting a Needs Assessment Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Websites 8. Curriculum Goals and Objectives Hierachy of Outcomes Defining Goals and Objectives Locus of Curriculum Goals and Objectives Constructing Statements of Curriculum Goals Constructing Statements of Curriculum Objectives Validating and Determining Priority of Goals and Objectives Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography 9. Organizing and Implementing the Curriculum Necessary Decisions Where We've Been: Curriculum Past - The Elementary School - The Junior High School - The Senior High School Where We Are: Curriculum Present - The Elementary School - The Junior High School - The Senior High School Where We're Going: Curriculum Future - The Elementary School - The Junior High School - The Senior High School Looking Further Ahead Public and Private Enrollments Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Supplemental Media Websites 10. Instructional Goals and Objectives Planning for Instruction Instructional Goals and Objectives The Use of Behavioral Objectives Guidelines for Preparing Instructional Goals and Objectives Taxonomic Levels Rules for Writing Validating and Determining Priority of Instructional Goals and Objectives Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Supplemental Media 11. Selecting and Implementing Strategies of Instruction Deciding on Instructional Strategies Sources of Strategies Styles of Teaching Styles of Learning Models of Teaching Teaching Skills Organizing for Instruction Presentation of Instruction Individualized Versus Group Instruction Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Supplemental Media Websites 12. Evaluating Instruction Assessing Instruction An Era of Assessment Stages of Planning for Evaluation Norm-referenced Measurement and Criterion-referenced Measurement Evaluation in Three Domains Other Means of Evaluation Assessment Initiatives from Beyond the Classroom Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Supplemental Media Websites 13. Evaluating the Curriculum Purposes and Problems of Curriculum Evaluation Delimiting Evaluation Evaluation Models Eight Concepts of Curriculum Instruction Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Supplemental Media Websites IV. CURRICULUM DEVELOPMENT: PRODUCTS AND ISSUES 14. Curriculum Products Tangible Products Curriculum Guides, Courses of Study, Syllabi Resource Unit Sources of Curriculum Materials Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Supplemental Media Websites 15. Issues in Curriculum Development Current Curriculum Issues Improvements Needed for Curriculum Reform Summary Questions for Discussion Supplementary Exercises Endnotes Bibliography Supplemental Media Websites APPENDIX Resources for Further Research Curriculum Journals Educational Resources Information Center Institute of Education Sciences Internet Resources in Education Regional Educational Laboratory Program Research and Development Centers

Misguided Mainstreaming: The Case for Social Skills Training with Handicapped Children

Abstract: This paper asserts that mainstreaming is based in part upon three faulty assumptions: (a) placement of handicapped children in regular classrooms will result in increased social interaction between handicapped and nonhandicapped children; (b) placement of handicapped children in regular classrooms will result in increased social acceptance of handicapped children by their nonhandicapped peers; and (c) mainstreamed handicapped children will model the behavior of their nonhandicapped peers because of increased exposure to them. A large body of research is reviewed which refutes these three assumptions. An alternative approach is suggested whereby handicapped children would be taught the requisite social skills for effective social interaction and peer acceptance. Social skills curricula for use by both special and regular education teachers are suggested for accomplishing this end.

Literature in the ESL Classroom

Abstract: This paper examines the pros and cons of using literature in an ESL classroom. The author argues that if literary texts are to be used successfully in the classroom, they must be carefully selected and approached in a manner which promotes an aesthetic interaction between the reader and the text. The paper concludes with a specific example of how a literary text might be approached so as to foster this type of interaction. Should literature to be part of an ESL curriculum? Today with the current focus in ESL on meeting the particular academic and occupational needs of the students, it is easy to view any attention to literature as unnecessary. Is there a rationale for including literature in the curriculum? Let's first examine the common arguments against using literature. The most common ones are the following. First, since one of our main goals as ESL teachers is to teach the grammar of the language, literature, due to its structural complexity and its unique use of language, does little to contribute to this goal. Second, the study of literature will contribute nothing to helping our students meet their academic and/or occupational goals. Finally, literature often reflects a particular cultural perspective; thus, on a conceptual level, it may be quite difficult for students. These arguments certainly need to be addressed if we are to reach a decision as to whether or not to use literature. Clearly, we all share the objective of promoting our students' awareness of the structure of the language. However, there are as Widdowson (1978:3) points out two levels of linguistic knowledge: the level of usage and the level of use. According to his definition, usage involves a knowledge of linguistic

Information systems curriculum recommendations for the 80s: undergraduate and graduate programs

Abstract: The recommendations of the 1972 and 1973 ACM Curriculum Committee on Information Systems programs have been influential in the development of degree programs at the bachelor's, master's, and doctoral levels The earlier curriculum has been revised and updated based on advances in the field over the past nine years The report discusses the continuing need for education related to the definition, analysis, design, construction, and management of information systems in organizations The structure of both bachelor's and master's level programs are described and courses are defined Course outlines include rationale for the courase, course objectives, instructional modes, and a list of topics Each topic is weighted in terms of suggested percent of time devoted to the subject

Curricula and Coursework: A Surprise Ending to a Familiar Story.

Abstract: Previous research on high school tracking has neglected students' course enrollments and students' course grades as possible selection criteria for curriculum assignments and as possible mechanisms whereby track membership exercises its influence on school outcomes. The present study extends the Alexander, Cook, and McDill (1978) curriculum process model to include detailed information on students' coursework patterns over the junior high school and senior high school years. We find that traditional academic criteria, including relevant prior coursework and grade performance, are quite influential in determining students' high school track placements. We also find, however, that previous studies have overstated the potency and pervasiveness of curriculum's influence owing to their neglect of such selection criteria. Curriculum's actual influence is restricted to students' orientations toward postsecondary education, and it apparently has little to do with the sorts of "educational treatments" that justify curriculum differentiation in the functionalist perspective. We discuss these results in light of claims for curriculum's efficacy as an organizational intervention and conclude that much of what is observed in high school studies of school achievement processes simply reflects achievement trajectories set in motion years earlier. Attention is directed to experiences in the primary grades as a high priority for future research.

Drama Structures : A Practical Handbook for Teachers

Abstract: This is a teacher's manual, providing fifteen developing lesson structures on different themes involving the pupils in a whole range of drama and learning activities. Notes on practical teaching problems and possible developments for each sequence are given on facing pages. Two further sections of the book provide a simple theoretical framework for drama teaching, and consider some key strategies. This book is for both non-specialists and drama teachers who want to develop their work further. It will be of value to all teachers using drama approaches and strategies in the school curriculum.

Course Design: A Guide to Curriculum Development for Teachers

Abstract: Figures and Tables. Preface. 1. Getting Oriented. The Approach. The Project. Some Guidelines for Getting Started. Questions for Discussion: Getting Started. A Framework for Course Design. Questions for Discussion: The Conceptual Framework. Relation of Course Design to Curriculum Development. Alignment with Standards. Generating Initial Ideas. References. 2. Setting a Direction. Graphic Organizers. Developing a Tentative Course Outline. Intended Learning Outcomes (ILOs). Formulating Central Questions. Questions for Discussion: Central Questions. Conceptual Maps. Questions for Discussion: Mapping. Narratives. Flowcharts. Finding Out Where the Students Are. Related Material. Answers to Exercises. References. 3. Developing a Course Rationale. Values and Assumption. Questions for Discussion: Values and Assumptions. Rationale and Entry Point in Planning. Components of a Course Rationale. The Place of a Rationale in Course Design. Questions for Discussion: Sample Rationale. Rationales for Elementary School Units. Questions for Discussion: Course Rationale. References. 4. Refining Intended Learning Outcomes. ILO Statements: Form and Function. Categorizing ILOs. Guidelines for Clarifying ILOs. Priority of ILOs. Overall Balance of ILOs. Summary. Questions for Discussion: Intended Learning Outcomes. References. 5. Forming Units of the Course. Clustering ILOs into Units. Forming Units around Instructional Foci. Titling the Units. Organization and Sequence for Elementary Unit Planning. Suggestions for Elementary Unit Planning. Questions for Discussion: Forming Units. References. 6. Organizing the Course's Units. Organizing the Units. Alternative Organizations: Some Examples. Questions for Discussion: The Unit Outline. Scope and Sequence Charts. Answers to Exercises. References. 7. Developing General Teaching Strategies. Effective Learning Environments. Academic Tasks. Teaching Strategies. Approaches to Instruction. Some Examples. Example 7.1 Subunit Two-Wonders of the Forest Community. Example 7.2 Subunit Two-Rivers. Example 7.3 Subunit Two-The Sounds of Poetry (11D2 weeks). Example 7.4 Subunit One-The Camera. Introduction and Two Subunits from a High School. Algebra Unit on Coordinate Geometry. Example 7.5 Subunit Three-Graphing Two-Dimensional Linear Equations. Example 7.6 Subunit Four-Operations of Graphs. Course Planning Steps. Questions for Discussion: General Teaching Strategies. References. 8. Planning a Course Evaluation. Perspective on Evaluation. Gathering Evidence on Main Effects. Gathering Evidence of Educational Results. Authentic Methods of Assessment. Gathering Evidence of Side Effects. Troubleshooting. Summary. Questions for Discussion: Course Evaluation. References. Epilogue. Reference. Appendix A. Colonial America: Social Studies Curriculum for Grade 5. Kerry Nappi. Comments. Introduction. Conceptual Map for Unit on Colonial America. Subunits: Coming to the New World. Reasons for Coming and Reactions to Life Here. An Early Settlement: Plymouth Plantation. Daily Life and Regional Differences. Government. Religion in the Colonies. Relationships with Native Americans. Indentured Servants and Slavery. Why Do We Call Them Colonies? Evaluation. Appendix B. A Survey of Western Art. Margaret Timmerman. Comments. Rationale. Introduction. ILOs. Cognitions and Cognitive Skills. Psycho-perceptual Skills. Affective Understandings. Introduction to the Course. Units: The Ancient World. The Middle Ages, 5-6 Weeks. The Renaissance, 5-6 Weeks. The Baroque and Rococo. The Revolutionary Age, 5-6 Weeks. The Twentieth Century, 5-6 Weeks. Course Evaluation. A Note on Cognition. Appendix C. Immigration: A Social Studies: Unit for Sixth Graders. Michelle Chang. Comments. Introduction. Conceptual Map. Intended Learning Outcomes. Complex Skill: Writing a Research Paper. Sequence. Instruction. Subunits: Why Come to the United States? U.S. Laws and Regulations Pertaining to Immigration. Factors for Success and Failure of Immigrants. Immigrants' Contributions to U.S. Society and Culture. Current Events. Unintended Learning Outcomes. Evaluation. Test. Possible Sources. Appendix D. A Metric Measurement Unit for Grades One and Two. Susan M. Etheredge. Comments. Rationale. Central Questions. Introduction. Intended Learning Outcomes for the Unit in Order of Priority. "Get Ready" Lessons and Discussion. Subunits. Unintended Learning Outcomes. Evaluation of High-Priority Intended Learning Outcomes. Evidence of Main Effects of the Five High-Priority ILOs. Glossary. Index.

Personalized and inquiry‐oriented teacher education: an analysis of two approaches to the development of curriculum for field‐based experiences

Abstract: This paper analyzes two strategies for the development of curriculum for field‐based experiences in pre‐service teacher education: ‘personalized’ and ‘inquiry‐oriented’. It is argued that, given the self and survival concerns of many student teachers and the role that schools now seem to play in the perpetuation of social and economic inequalities in the USA, a personalized approach to field‐based experiences is misguided. An inquiry‐oriented approach to student teaching is presented and defended on the grounds that it is ethically more justifiable than a personalized approach. Finally, an inquiry‐oriented approach to student teaching is illustrated by examples from the elementary teacher‐education program at the University of Wisconsin.

Designing training programs: The critical events model

Abstract: Monograph on designing training programmes using the critical events model (CEM) approach - Briefly discusses open and closed models; presents a step-by-step application of CEM for identifying needs of the organisation, specifying job performance, identifying learning needs; determining training objectives, developing a curriculum, selecting and obtaining instructional strategies and resources, conducting training

How Teachers Influence What Is Taught and Learned in Classrooms

Abstract: search on Teaching (IRT) at Michigan State University, concerning how teachers determine the content that their students learn. It considers both the conscious decision making involved in selecting the curriculum to be taught to the students and the unwitting reductions and distortions introduced into this intended curriculum in the process of attempting to teach it. The Content Determinants project at IRT has considered the first question programmatically. This project evolved from earlier studies of the content included in widely used fourth-grade mathematics curricula and tests. These analyses revealed that there was a core of common content included in all or at least most of the three curricula and five tests sampled, but that this core usually consisted of less than half of the material included in any particular curriculum or test. Furthermore, there was wide variation in degree of overlap, so that some tests would be quite appropriate for use with a particular curriculum, but other tests would yield serious underestimates of the achievement actually produced (Freeman et al. 1980). These data raise important practical questions for school districts and individual teachers: should instruction concentrate on the content stressed in the curriculum or on the content stressed in the test? Consideration of this and related dilemmas led the Content Determinants group to study how decisions about the content of instruction are made. Who decides what constitutes the fourth-grade mathematics curriculum and

Education Under Mao: Class and Competition in Canton Schools, 1960-1980

Abstract: AcknowledgementsIntroductionI. The Sixties: Impending Crisis1. Up the School Ladder2. The Senior High School Bulge and Dwindling Career Openings3. Flawed Reforms: Rural and Urban Alternatives to the Regular Ladder4. Memorization and Tests5. Student Ideals and Competition: The Gathering Storm6. The Cultural RevolutionII. After the Cultural Revolution: The Disastrous Leap Into a New School System7. Back to School, 1968-19708. Down to the Countryside9. Troubled Schools, 1970-197610. The Fight Over Higher EducationEpilogue: The Return of the Old Order, 1977-1980Appendix A: The Debates Over TalentAppendix B: The Upper Reaches of the Pre-Cultural Revolution Ladder: Into and Out of the UniversitiesAppendix C: The Course Curricula and Daily Schedules of High Schools Before and After the Cultural RevolutionSources and Abbreviations Used in NotesNotesFor Further ReadingIndex

Principle of Partial Participation and Individualized Adaptaiions in Educational Programs for Severely Handicapped Students1,2:

Abstract: This article defines the principle of partial participation and individualized adaptations and describes their use to generate functional school and nonschool curricula / or severely handicapped st...

Reliability and Validity of Curriculum-Based Informal Reading Inventories.

Abstract: INFORMAL READING INVENTORIES (IRIs) are endorsed frequently by textbook authors and teacher trainers. However, the reliability and validity of standard and salient IRI procedures rarely have been investigated. Employing 91 elementary-age students, this study examined the technical adequacy of (a) choosing a criterion of 95% accuracy for word recognition to determine an instructional level, (b) arbitrarily selecting a passage to represent the difficulty level of a basal reader, and (c) employing one-level floors and ceilings to demarcate levels beyond which behavior is not sampled. Correlational and congruency analyses supported the external validity of the 95% standard but questioned the reliability and validity of passage sampling procedures and one-level floors and ceilings. Sampling over occasions and test forms is discussed as a more valid IRI procedure.

Curriculum Compacting: An Essential Strategy for Working with Gifted Students

Abstract: The Elementary School Journal Volume 82, Number 3 ? 1982 by The University of Chicago. All rights reserved 0013-5984/82/8203-0002$01.00 Most classroom teachers have experienced the frustration of realizing that the work they are assigning is too easy for some of the bright students in their classrooms. Many teachers have also felt pangs of guilt as they watched these same bright students complete assignment after assignment of previously mastered review work that is not really necessary for them to complete. In many instances, teachers are just too busy trying to help students who are not working up to grade level and who do not understand the work to be able to find enough time to substitute appropriate and challenging assignments for students who do understand the material and need no further review.

The Challenge For the Comprehensive School: Culture, Curriculum and Community

Abstract: By 1982 the ambitious claims made for newly established comprehensive schools were being put to the test. How effectively does the comprehensive meet the needs of all young people? Do urban, working-class students enjoy more success than in the secondary modern schools? Are they more engaged in their learning with higher self-esteem? This volume discusses these questions and examines issues of social mobility and cohesion, curriculum, the balance between academic and vocational education, the place of exams in the educational system and the influence of independent schools. The author asks whether a more decentralised system of self-governing schools improve the education service – a timely question which along with the other issues examined is as relevant and challenging today as when the book was originally published in 1982.

Toward a Political Economy of Educational Innovation

Abstract: Many policymakers and researchers still maintain that “modernization” of education through sustained and well-focused investment in educational innovation can improve the quality of education, significantly ameliorate social and economic problems, and lower educational costs as well. By restructuring management and teaching practices, putting more reliance on prepackaged curriculum materials, exploiting the possibilities of computers, radio, and TV, and changing teachers’ roles, it is believed that children and youth would be better prepared to meet the requirements of the modern workplace.We contend, however, that these benefits have failed to materialize. In an attempt to understand why the promise of educational innovation has not been realized, we critically examine educational innovation, its ideological and paradigmatic underpinnings, and the major stages of the innovation process. Review of a large body of research suggests that conventional theory fails to understand the nature of structural and i...

Market and Nonmarket Influences on Curriculum Choice by College Students

Abstract: Many labor economists and other researchers have attempted to develop models of the workings of the market for college-trained manpower. This paper reviews this previous research on curriculum choice and then tests an alternative model with data on choices made by male baccalaureates across a wide spectrum of science and engineering curricula. The influence of both methodology and the analytical framework on the identification of relevant variables is explored. Particular attention is then given to nonmarket influences, typically assumed in previous studies not to play a significant role. Results for pooled and time-series specifications provide some support for the hypothesis that curriculum choice follows labor market developments, but they also suggest that abilities and interests may be important predictors.

On-the-Job Learning

Abstract: I n the 1980s, youth unemployment and discontent with schooling persist as problems facing educators. Numerous programs and recommendations to create school-based, work-experience programs have attempted to address these problems. The report of the Panel on Youth of the President's Science Advisory Committee advocated a closer union of school and community by creating more opportunities for youth to participate in the life of the community. The report of the Carnegie Council on Policy Studies in Higher Education cited a number of reform proposals calling for less schooling and more work experiences for youth. The Youth Employment Demonstration Projects Act of 1977 encouraged local education agencies to place school-age, low-income youth in jobs. These programs hoped to impact upon the future employability of youth, to make schooling more relevant and interesting to them, and thereby to ease the transition from school to work. While adult employment status is the decisive measurement of program success, such a long-term outcome is expensive to document and difficult to assess. Other indicators of program effectiveness are needed for immediate evaluations of current and proposed programs to provide federal, state, and local policy makers with guidelines for decision making. Analytic principles from the curriculum field can serve as one source for indicators of current program effectiveness. These principles of curricular form and content embody both empirical and theoretical knowledge of human learning. Although they have usually been applied to classroom instructional programs, they can provide criteria for evaluating the quality of work experience programs. In order to analyze such programs for policy purposes, one needs to assess the quality of the day-to-day activities that youth encounter, because it is the cumulative effect of these activities over time that offers hope of easing unemployment and reducing inequality. Program planners and proposal reviewers could make use of these principles to evaluate the probable effectiveness of programs in the planning stages. As programs are implemented, these principles can help local program personnel make further choices when faced with reality constraints. A work-experience curriculum is a set of learning activities centered around the work experience. Part of the task of this study is to generate activity categories that describe what youth do in the programs. This definition stresses that the activities should have some relationship to learning. In The Boundless Resource, W. Wirtz emphasized that the learning should have an application beyond particular job tasks, to life in general:

Needs assessment in continuing medical education: a practical guide.

Abstract: The identification and assessment of learning needs and the setting of priorities are the foundation of successful program planning in continuing medical education (CME). The present report includes recommendations concerning optimal procedures for the assessment of the learning needs of individual physicians, small groups, and large groups. The vital role of learners and their perceived needs in emphasized. Appropriate and accurate needs assessment contributes greatly to the success of CME programs. The most effective needs assessment involves the dynamic interaction of teachers, learners, and experienced program planners. The recommendations in this report are based on studies and interviews conducted in several major academic health centers in the United States and Europe over a period of one year. Research efforts to improve needs assessment techniques are greatly needed. As improved methods of needs assessment are adopted, CME planners may be assured that their programs will become more attractive and effective.