Asserts that competency based education provides a means for achieving, verifying, and communicating effectiveness to various publics. Proposes a transitional phase emphasizing the assessment component, rather than the total design. (Author/WD)

Presents a field-developed and tested method of comprehensive planning for program/project development. (Author)

Introduces the concept of "Meta-Planning," or planning for planning, and the principal's role. The concept is directed at technical planning, for example curriculum development, in which each process results in a product. (Author/WD)

Presents a model for schools based on the transmission of algorithms (a set of problem-solving procedures) through computers. Sample lesson series are provided, as well as a description of special teacher qualifications required and the benefits of such a program. (Author/WD)

Offers suggestions to principals on forming a department, policy statement, and systematic plan for implementing a curriculum for vocational education. The author also discusses such necessities as an advisory committee, a safety program, placement and follow-up, and managing resource equipment. (Author/WD)

A case study of a once declining and troubled vocational school that is now a new, comprehensive high school. (Author)

Introduces the Supervised Study Program, a support program for average ability nonachievers that guarantees success in return for commitment and performance. (Author/WD)

Argues that administrators should continually assess the attitudes of teachers and parents and presents a questionnaire specifically designed for this purpose. (Author/WD)

Coeducational physical education classes are improving social relationships between the sexes, although some activities are still thought inappropriate for coeducational participation, teachers continue to have different expectations for boys and girls, and the emphasis on fitness is declining as social recreation is stressed. Offers guiding…

Discusses the role, causes, and signals of stress in children from infancy to adolescence. Offers suggestions to help students deal with stress more effectively. (Author/WD)

Consumer education should be part of our educational system, teaching a way of thinking and problemsolving that is transferable to new circumstances in the future. It should be part of the foundation on which we begin to build a more responsive and humane world. (MD)

Defining the meaning, practical uses and purposes, and objectives of consumer education, the author clarifies confusion regarding the topic. (MD)

Two interpretations are presented of the social dimensions of consumer education: the social/political interpretation and the personal/moral interpretation. Both contain a moral dimension involving questions of obligations and responsibilities to others. (MD)

Financial planning attitudes start early. Schools can help by introducing elements at each grade level. Courses should include obtaining financial resources, spending plans, borrowing, saving, investing, insurance, and taxpaying. (MD)

Teaching buying skills was once based on evaluating products on a cost/quality and individual need comparison. Changes make this inappropriate today. Students must consider the social, economic, and political implications of their choices. (MD)