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Peer reviewedGuppy, Neil; Arai, A. Bruce – Teaching Sociology, 1994
Reports on a comparative study of the undergraduate sociology curriculum in 36 U.S. and 38 English Canadian institutions. Finds that Canadian schools more closely resemble the European sociology curriculum by emphasizing sociological theory. Contends that U.S. schools emphasize research methods in the context of a liberal arts program. (CFR)
Descriptors: Comparative Education, Course Content, Curriculum Development, Degree Requirements
Download full textMitchell, Murray F.; And Others – 1997
This study examined the relationship between formal program statements and actual practices in one sophomore class in a preservice teacher education program. Specifically, the study evaluated: possible inconsistencies between what is explicitly stated and what is actually done; whether such inconsistencies are intentional or unintentional,…
Descriptors: College Faculty, College Instruction, Course Content, Elementary Secondary Education
Peer reviewedEvensky, Jerry; Wells, Michael – Journal of Economic Education, 1998
Describes an attempt to analyze and improve the connection between intermediate microeconomic theory courses and applied theory courses. Examines the data collection, policy analysis, program design, and materials production stages of this process. Includes a table of most-valued microeconomic skills compared with allocation of time to teach those…
Descriptors: Course Content, Curriculum Design, Curriculum Development, Economics
Peer reviewedJohnson, Margaret A.; Steward, Gary Jr. – Teaching Sociology, 1997
Reports on a class project that combined an examination of social class and political power with an introduction to sociological research. The project consisted of compiling biographical profiles of cabinet members from the Ronald Reagan, George Bush, and Bill Clinton administrations. Introduces students to issues of conceptualization,…
Descriptors: Course Content, Elitism, Experiential Learning, Higher Education
Peer reviewedCarlson, John A.; Schodt, David W. – Journal of Economic Education, 1995
Asserts that a recent report suggests that students should have opportunities to become actively engaged in the application of economics. Finds that the case method approach was more useful than texts and lectures in learning about institutional arrangements, the use of economic data, and how to use economics to solve real problems. (CFR)
Descriptors: Active Learning, Case Method (Teaching Technique), Case Studies, Class Activities
Peer reviewedYon, Maria; Passe, Jeff – Journal of Social Studies Research, 1990
Examines relationships between an elementary social studies methods course and three student teachers' beliefs and practices. Discovers significant connections between the methods course and student teacher beliefs but finds contextual constraints on implementing planning and instructional practices suggested by the methods course. Argues studies…
Descriptors: Beliefs, Case Studies, Classroom Observation Techniques, Context Effect
