The purpose of this document is to describe the development and implementation of a course in technology in counselor education. The main goal of the course was to provide students with an overview of the use and application of technology in counseling and related fields. The four objectives of the course were to: (a) provide an introduction to…

The Moot Court program at Case Western Reserve University is described. Moot Court as both clinical education and academic education and as a means of teaching is discussed. (MLW)

Discusses the varying definitions of a practical secondary school curriculum and those assumptions about practicality that have led to errors in educational planning. Describes the curricular crisis in many developing countries in terms of confusion surrounding the purposes of vocationalization. Notes that educational planners should not duplicate…

The University of Oklahoma's Price College of Business has implemented an integrated core curriculum that relies on engaging students in business-world experiences to provide a conceptual basis for integration of a wide range of concepts. Experience is gained through two projects--creation and management of a start-up company (funded by a loan)…

School counselors are called upon to provide many types of activities for their students. Keeping their guidance curriculum interesting and engaging is one of the most challenging parts of their jobs. Counselors are looking for active techniques that will allow them to teach their students new skills for communication, problem solving, and…

This book describes ways to help teachers teach using technology and project-based instruction. It opens with a theoretical 3-year school-improvement plan that outlines a framework for developing curricula that address real-world applications. The second chapter describes how schools can write a sound technology plan of action, which includes…

Discusses the integration of aural, visual, tactile, and kinesthetic modalities into teaching to help at-risk students retain lessons. Suggests combining the "Learning to Read through the Arts" approach with sequential arts instruction. Recommends musical pieces to be used while students listen, discuss, and record their analysis of the…

Problem-based learning (PBL) is an experiential form of learning centered around the collaborative investigation and resolution of "messy, real-world" problems. This book offers opportunities to learn about problem-based learning from the perspectives of teachers, students, parents, administrators, and curriculum developers. Chapter 1 tells…

Describes the community participation facet of the eleventh-grade social studies curriculum for British Columbia. Proposes a four-stage model to identify, study, and propose recommendations about a community issue or problem. Suggests that social action based on empirical research improves social studies instruction. (CFR)

Contends that, by teaching economics as a laboratory science, using computers, students can be helped to think like economists. Describes computer laboratory exercises and a new economics curriculum being implemented at Denison University (Ohio). (DB)

Argues that teaching methods usually associated with art history are not appropriate for the subject. Contends that the learning cycle method, based on active, exploratory learning, is much more conducive to student learning. Contends that students learn more and enjoy the course more with this approach. (CFR)

Describes problems associated with teaching a multigraded social studies class. Relates an apocryphal story about how one teacher used innovative practices in a multigraded class but aroused administrative ire. Questions whether scores on achievement tests are more important than critical-thinking and decision-making skills. (CFR)

Presents an approach to teaching basic and advanced courses in cataloging that determines course objectives by identifying the categories of students involved. The course content, instructional materials, and presentation methods are described in detail, and the success of the courses in generating interest among students is discussed. (CLB)

Describes how a cooperative group project has become a foundation of the first two years of a three-year program in college-level geography. Discusses the origin, development, and topic selection for each of the cohort groups working in the program. Asserts that the program has been favorably received by both students and faculty members. (CFR)

Provides a personal philosphy and vision on the nature and purpose of social studies education. Contends that social studies falls short of the possiblilties it holds for society on the brink of the twenty-first century. Asserts that experiential learning provides the best avenue for effective social studies education. (CFR)