Course content in professional education is a weak indicator of whether the student will develop professional competence. An independent study course available in London for professionals emphasizes development of cognitive abilities to organize and present complex information and to learn inductively from experience, accurate empathy, proactive…

Describes learning activities based on a balance of skills development with content in a high school social science department. The model for the program involves selecting the concept; choosing appropriate skills; identifying values and attitudes; and focusing on content that illustrates the concept, skills, and values. (Author/KC)

Teaching responsible citizenship is a constant and on-going theme in the grade-level settings of the 1981 "History/Social Science Framework for California Public Schools." The topics of government courses at each grade level, 1-12, as proposed by the Framework are discussed. (RM)

Responds to Graeme Decarie's recommendation to teach processes in introductory history by citing E. D. Hirsch's argument that a general body of knowledge is necessary for intelligent discourse. Argues that an understanding of historical chronology must be developed in the introductory history course. (LS)

The Practicum consists of six projects involving students in a number of secretarial activities that promote the ability to work independently and excercise judgements in decision making. (Author/BP)

This paper argues that if thinking skills are to be integrated into the curriculum two needs must be addressed: (1) the manner of teaching content must be revised so that thinking skills are used and reinforced during the learning process, and (2) courses whose primary focus is the improvement of thinking skills must be offered. A comparison is…

Discusses recent efforts to incorporate transferable "enterprise skills" into British higher education. Examines the role of geographers in the endeavor. Illustrates how a first-year geography course was adapted to a practical skills approach. Argues that enterprise skills are better incorporated into the existing curriculum and not…

The subject matter social studies teachers choose to have students think critically about is very important. Appropriate types of material--such as excerpts from primary sources--are provided as an illustration. Also included are 10 key critical thinking questions that teachers can use to generate class discussion of the excerpts. (RM)

This curricular guide was designed to be used as a foundation for local school districts in their physical education programs. It is divided into three sections: elementary (K-5), middle school (6-8), and senior high school (9-12), currently the most popular divisions being employed in school districts throughout the state of Washington. Within…

Addresses differences in process and content teaching in the social studies. Suggests a curriculum with a conceptual approach and outlines educational objectives in terms of knowledge, concepts, and skills. (KC)

Aspects of laboratory preparation necessary for undergraduate or graduate optometric training in the use of therapeutic drugs are discussed, including glaucoma therapy, anterior segment techniques, posterior segment, and systemic procedures. (MSE)

This paper proposes a framework for evaluating the doctoral curriculum. Noting that much previous research and evaluation in doctoral education have focused on the outputs of the degree or the supervisory process, the paper identifies the content of the training students receive in particular fields of study, the doctoral curriculum, as in need of…

Describes an 11-week emergency medical care training program for adolescents focusing on: pretest results; factual emergency instruction and first aid; practical experience training; and assessment. (RC)

Describes five highly structured writing assignments for teaching family therapy trainees to think in systems terms: 1) analysis of a communication task; 2) family assessment report; 3) family treatment plan; 4) analysis of a marital or family therapy interview; and 5) family autobiography. Discusses the overall training context. (Author)

Describes a high school course in intercultural communication designed for the pilot program at a magnet school for international studies. Emphasizes learning skills rather than information, using an experiential approach. (DCS)