Discusses some of the causes of public alienation from education and suggests ways that educational leaders can combat this alienation and help build public support for the schools. (JG)

Argues that the emphasis of staff development programs should be on inservice education rather than inservice training and that an effective staff development program must include leadership training for administrative personnel. (JG)

Describes selected examples of successful programs for gifted/talented students now underway throughout the United States. (JG)

Presents three short papers. The first defends the humanistic approach to education; the second defends the value of behavioral objectives and evaluation techniques in education; the third argues that humanism and behaviorism are not necessarily contradictory and that both approaches have their place. (JG)

Reports results of a survey that studied the use of social studies mini-courses in Kansas high schools. (JG)

Suggests that educational accountability is basically a simplistic application of business administration models to education and argues that accountability has failed to deal with the complexities of the school environment, to provide a conceptual framework appropriate to educational settings, or to provide means for developing viable alternative…

Suggests that the observation of student behavior may be a better method of assessing learning than the use of standardized tests and outlines several observational techniques, including student commentaries, shadow studies, checklists, and anecdotal records. (Author/JG)

Argues that customized criterion-referenced tests produced for use by particular school systems are preferable to "off-the-shelf" criterion-referenced tests or standardized norm-referenced tests, and briefly discusses some of the problems related to developing effective customized criterion-referenced tests. (JG)

Interprets a range of affective evaluation practices, with a brief discussion of the strengths and limitations of each. Ideas for some new directions are also explored. (Author/JG)

Describes how the Dallas Independent School District uses the research and development concept of context evaluation to help direct changes in instructional systems, materials, and methodology. (Author/JG)

Discusses the value of school evaluations conducted by regional accreditation agencies as a basis for self-study and program improvement efforts by secondary school staff members. Summarizes surveys of superintendents' and principals' views of the effects of such school evaluation programs. (JG)