Social work educators surveyed reported differential success in implementing key instructional development elements--success in specifying objectives and developing related assessment procedures, obstacles in building bridges to competence through instructional design. Aids in matching learners to learning environments are outlined. (MSE)

If competence is the outcome of a set of carefully designed behavioral objectives, then the form, generality, and focus of these objectives must be impeccable. Eight guidelines that eliminate the weaknesses in existing competency statements are presented. (CMJ)

If distributive educators are concerned with providing the best training available, cooperative vocational education must not be viewed as an add-on to the distributive education program. The cooperative program can provide the opportunity students need to hone the skills, knowledge, and attitudes initially developed within the local distributive…

A teacher notes the good and bad effects of the "back to basics" movement. (RL)

The current group-oriented educational system provides education for all, but not for each. Computer-based education, properly used, can give each student a chance to develop fully, but a great deal of support on all levels in needed to bring about the change. (Author/TG)

Traditional vocational education has not served the needs of the disadvantaged population. A new approach to the problem includes requirinq evidence of teachers' personal commitment to the disadvantaged; specially designed preservice and inservice professional preparation; and development of individualized competency-based vocational education.…

In order to approach instruction in a systematic manner, a number of factors must be considered. These include the instructional model to be used; individual student learning skills, styles, and preferences; and learning activities. (LRA)

This brief discussion of basic administrative postures may help principals direct their schools' efforts to cope with minimum competency regulations. (Author)

The author attempts to determine whether the competency trend and the creativity trend are compatible and concludes that they are, that they are two sides of the same learning process, and that the connection between them ought to be pursued by those who are interested in both. (KC)

This position statement lists Council member organizations and the Council's goals, objectives, and guiding principles. The statement notes that the Council promotes advocacy, professional standards, communication, leadership, and policy development in vocational assessment and evaluation. It urges that all individuals providing vocational…

Traces the history and philosophy of core skills. Suggests that, although the way they are used in training and vocational education has positively changed the way skills are viewed, the approach is narrow in outlook, especially the General National Vocational Qualifications, and may not serve the best interests of industry or society. (Author/JOW)

Identifies a core set of leadership qualities, and prescribes observable, measurable, and learnable behaviors for each. A review of the following major leadership themes is presented: power-influence research, trait research, behavior research, situation research, excellence, quality, empowerment, ethics, and vision. (Contains seven references.)…

Discusses the effects of mastery learning and criterion-referenced grading schemes on student memory and motivation to succeed. Indicates that such programs are effective in college level developmental education programs. Provides suggestions for establishing criterion-referenced grading schemes, including several variants of mastery grading…

Examines the construction of competence-based instruction in a curriculum designed for working adults, offering principles of good practice related to stated outcomes, responsiveness to student differences, instructional modes and settings, advising, and promoting self-directed learning. Suggests that course materials should be chosen to provide…

This paper reviews the research bases for components of the resource/consulting teacher (R/CT) model, including use of curriculum based assessment, direct and data-based instruction, criterion-referenced mastery learning, stages of learning development, applied behavior analysis, and school consultation. (Author/DB)