Discussion based upon a model post-secondary two year college program for teacher aides developed under a grant from the U.S. Office of Education. (Editor)

Competency-based teacher education refers to programs that are: (a) field centered; (b) individualized; (c) basedon specific performance criteria; (d) controlled by a consortium made up of representatives of at least colleges/universities, professional teacher organizations and representatives of the schools involved. (Authors)

Surveys the rapid acceleration of innovation in recent years. (MB)

Author concludes that paraprofessionals can be effective in teaching children, and that a participatory educational approach from the bottom up may be much more meaningful than the hierarchical downward oriented bureaucracy. (Author/MB)

Article is condensed from position papers on rationale for the Career Opportunities Program. (Editor)

Author, with the U.S. Office of Education, describes Management Information and Evaluation System (COP-MIES) which was developed in response to the various short-comings of present-day evaluation and the specific developmental needs of the Career Opportunities Program. (Author/MB)

The author criticizes an experiment of Moody, Abell and Bausell (EJ 038 323) on the grounds of inappropriate instruction and invalid tests. (MM)

A defense of the criticisms noted in the article Comments on the Effects of Activity-Oriented Instruction" in the same journal issue. (MM)

Article describes the purpose and nature of one of the most unique forms of continuing education in the People's Republic of China. (Editor)

The teachers as agents of society should reassess their traditional roles and seek new avenues in providing communication skills commensurate with human values. (Editor)

An appeal to expand the physical educator's field of interest. (NQ)

Describes some possible roles that cable television can play in adult education, some of its advantages as a communications medium, some legal aspects, and predictions for the future. (AN)

The Bureau of Indian Affairs' failure to recognize cultural differences is admittedly an extreme example of inability or unwillingness to utilize a more acceptable philosophy of education with culturally different children. However, it is not an isolated situation and elements of it are present in other governmental offices, including the U.S.…