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Thirty-three second graders participated in a study to discover the value of teaching concepts using picture attribute chunking (PAC). It was hypothesized that PAC would yield superior concept learning performances compared to a picture attribute list (PAL) treatment and a word-alone treatment. The children, selected on the basis of a pretest that determined their knowledge of the concepts to be learned, were divided into three treatment groups. They were taught 14 concepts and given immediate posttests and delayed posttests of recall and recognition. On the immediate recall posttest, the PAC treatment results were superior to the word and PAL treatments. On the immediate recognition posttest, the PAC was superior to the other two and the word treatment was superior to the PAL. On the delayed recall posttest, there were no significant differences among the treatments. On the delayed recognition posttest, the PAC was superior to the PAL and word treatments. (TJ)

The formation of hypotheses and generation of a theory to explain and predict the outcomes of educational reforms based on the concept of school reform cycles is the purpose of this paper. Two complementary hypotheses are proposed to explain the success or failure of educational reforms. The first hypothesis is based on an inverse relationship between restructuring and allocation of power and resources. It states that reforms requiring the most extensive restructuring in education, government, and/or society have the least possibility of enduring. The second hypothesis, based on unresolved societal problems, states that reforms will recur if the problem requires a restructuring in education, government, and/or society that cannot be accomplished. An overview of educational reform in the United States, such as movements to change school accreditation requirements, student evaluation, teacher pay plans, and resource allocation, is presented to test the hypotheses. The discussion supports the usefulness of the hypotheses in generating theory to predict the success of future reform efforts. (21 references) (LMI)

In response to concerns about the role of the school counselor in guidance programs, the Maryland State Board of Education appointed a one-year task force to study the guidance programs in Maryland schools and to make recommendations for program improvement. The responsibilities of the task force were to: (1) establish state goals and objectives for guidance programs; (2) examine guidance personnel roles; (3) evaluate counselor knowledge and skills; (4) establish the elements of a "good" guidance program; and (5) determine a methodology for evaluating school guidance programs. The task force assessed the guidance needs of students and translated those needs with the help of factor analyses into guidance goals and objectives, and surveyed the school community's perception of current and future guidance personnel and program requirements necessary for meeting the goals and objectives. The findings provided a basis for establishing a set of recommendations for future guidance programs within Maryland. Also developed was a state plan for guidance which included state, local school system, and individual school activities to be followed for the next five years. (Author)