This commentary describes some of the logistical issues that have such a profound negative effect on the accreditation of teacher training programs. Of special concern is the very short timeline used to phase in new standards.

This study focuses on the compatibility of the measurement and pedagogical goals of evaluation in the context of national standards. Using stories of secondary school teachers as a basis, it shows the value of classroom evaluation, since classroom evaluation allows the two goals to be reconciled, albeit to a limited extent. We argue that for a professional application of classroom evaluation, the frame of reference used is historical, and that the content of such a framework is closely related to the teacher's pedagogical content knowledge.

The difficulty of evaluation of staff development programs is examined in terms of the goals of staff development, the individual and contextual goals, and structural properties inherent in staff development programs. Several guidelines for evaluation are offered.

The 1960s saw the widespread adoption in this country of early education pro¬grams aimed at counteracting the effects of poverty on human development. This article is an analysis of seven early education program studies.

Develops a conceptual framework which views the school as a subsystem of both the local community and of the larger society.

The practices and technologies of educating can be described in terms of models for solving curricular and instructional problems. These models constitute the technology of education and from them training programs for teachers, curriculum-makers and materials-procedures can be selected.

A criticism of the Tyler approach to learning which states that one must set up goals and rigidly work toward them. The author feels setting objectives restricts the curriculum; predetermined behavior should be the only acceptable kind; ends should arise from teaching activity.

The research design commonly used by educational researchers is not inappropriate for evaluative research. But narrow or rigid adherence to traditional experimental design can lead to inadequate curricular evaluation.

Two fairly speculative models presented in this paper illustrate some less restrictive techniques of economic model-building. The first model is the micro-economic type. It suggests that if a school district wishes to maximize student learning, there may exist an optimal teacher salary-level it should pay, given the student ability to learn, the distribution of abilities in the population of teachers currently "in-the-market," and certain other conditions of supply and demand. The second model is macro-socioeconomic, and suggests possible relationships among higher education curriculum, economic and technological change, and social change.

The first purpose of this paper is to examine a range of types of evaluation studies, the circumstances in which they are appropriate, and the information and techniques needed. The second purpose of this paper is to propose that certain programs be instituted by educational institutions.

The author’s description of the infinitesimal impact of scientific research on action programs is certainly as accurate today as when it was first written, as are his pictures of administrators in search of justifications and teachers fearful of evaluations. Research and evaluation have been welcomed, he says, only by those compelled to submit reports to the Feds. If research programs are ever to have local impact, researchers must cease to be outsiders and become involved with the systems they are attempting to serve.

Evaluative behaviors are discussed as to the need to establish what constitutes admissible evidence for a given evaluative undertaking.

The American Council on Education in its role as a spokesman for higher education is discussed.

The author continues The Record's discussion of curriculum evaluation. He confronts the problems of how specific statements of objectives ought to be, what sorts of indicators might help in the judgmental process, and how better instructional methods might be revealed.

At a time of increasing interest in community involvement with education, the author's account of a program for training non-professionals to do tutoring work in homes holds many important implications.

The reorganization of a school system, large or small, by which the industrial and commercial aspects of life are given adequate provision, is not a simple problem. This problem involves many factors, all of which must be taken into account or disappointment and even serious and costly errors will follow.

Many of the subjects taught in the elementary schools of today lack worth and interest to boys and girls because they fail to see in these subjects anything worth having or doing, or anything which supplies a felt need either of their own or of the society of which they are a part.