Explores questions raised in discussions of genocide and reviews ways in which the topic can be investigated. Argues that no matter what the outcome of student inquiry, it is essential that schools carefully and comprehensively include the study of genocide in social studies curricula as a means of reducing the potential for its occurrence. (GEA)

Business educators should work to strengthen the content of basic business courses and to accept the fact that basic business courses are for all students. (SK)

Analyzes approaches of teaching secondary history and philosophy of science: supplementing regular science courses; integrating history and philosophy of science with social studies; developing history and philosophy course to parallel simultaneously taught regular science course; and teaching a general history and philosophy of science course.…

In teaching business law, the content of the course must reflect the needs of the student and emphasize conceptual learning. Class preparation takes time and effort because law constantly changes. (JOW)

Suggests that educators and scientists should not eliminate evolution from the high school biology curriculum but should support the efforts of biology teachers who have a commitment to and understanding of both biology and education, and who strive to provide an education of scientific integrity and value for all students. (MM)

Claims that most instruction dealing with genetics is limited to sex education and personal hygiene. Suggests that the biology curriculum should begin to deal with other issues related to genetics, including genetic normality, prenatal diagnoses, race, and intelligence. Predicts these topics will begin to appear in British examination programs.…

The postindustrial society will be based on the employment of advanced technology, which should become an increasingly important area of study for the school curriculum. (Author)

Discusses philosophy, facts, and opinions regarding the definition of computer literacy; presents suggested computer literacy course content; and recommends delivery systems or methodologies that can be used for instructional purposes. (Author)

Presents the case for using class time for the production of the student yearbook. Outlines a schedule of activities for the yearbook classroom. (RL)

The author speculates that technology education could cease to exist as an elective subject at the secondary level. He outlines a multifaceted, proactive strategy to assure that the subject continues as a viable offering in the secondary school curriculum. (CH)

Weaver Award winning speech communication instructor Craig Streff believes the most important goals of his interpersonal communication instruction are a strong cognitive and affective base, without which practical interpersonal skills are not likely to be developed. Given this overview, what he considers to be the most significant points of the…

The authors describe their attempt to learn the extent to which those most closely associated with vocational education perceived oral communication skills to be important and to determine the extent to which those skills are actually being taught to vocational students. They found a discrepancy between the need for these skills and the teaching…

The author examines the structure of work roles to clarify the meaning of "generalizable occupational skills." He reaffirms the principal purpose of vocational preparatory programs, proposes an educational definition of "occupation," clarifies the impact of raising the conceptual level of instruction, and explores implications of increasing…

Describes a seminar offered at the University of Victoria for students who have taken arts or science degrees rather than degrees in education. Presents key activities used in the seminar, which is designed to provide students with classroom "survival skills." (FL)

Discusses a parent's expectations of a secondary social studies program. Examined are three main areas: mechanics (standard procedures of outstanding social studies teachers such as good preparation and knowledge), content, and teacher expectations. (RM)