A study was designed to determine how Minnesota Business Educators, Inc. (MBEI) could better serve the business educators in Minnesota. Findings were grouped by institutional affiliation, age, gender, experience, degrees, retirement plans, curriculum, problems, and what MBEI can do to help business educators. (JOW)

Voice recognition technology is rapidly being improved. It will not replace keyboarding, but it will change the way keyboarding is taught. (SK)

Accomplishing needed change in education requires professional leadership to ensure that career education programs of exploration and training are incorporated in the school curriculum. Business teachers are uniquely suited to assume this role of leadership. (AG)

The three major services offered by a college or university computing center are in the areas of instructional applications, student accounting, and administrative or financial accounting. Understanding the services will enable business education teachers to utilize the services more fully. (AG)

Describes a successful concepts course for word processing, covering the concepts of origination, production, reproduction, distribution, and storage. Examines a typical unit and discusses career opportunities and the future. (CT)

Tips for student teachers include visit the school and learn about policies and procedures, ask questions, be open minded, and give cooperating teachers some space. Cooperating teachers are encouraged to communicate, be open minded, make student teachers feel welcome, show confidence in them, and provide feedback. (SK)

Responses from 669 of 1,150 Missouri secondary business teachers revealed high levels of job satisfaction. Most were satisfied with relationships with students but 44% cited lack of support from parents and administrators as a problem. (SK)

Eight basic principles of learning are described and discussed in terms of practical learning strategies for typewriting. Described are goal setting, preassessment, active participation, individual differences, reinforcement, practice, transfer of learning, and evaluation. (SC)

Encourages business teachers to advocate the private enterprise system and to attempt to present a totally balanced input of information so that students will have a sound basis for forming reasonable and fair attitudes. Presents suggested subjects for classroom discussion on economics, government, and labor.(CT)

The opportunities to teach and foster communication skills through student organizations are limitless. It is suggested that every business teacher investigate the possibility of chartering an organization for business students, thereby helping to facilitate the transition from school to work through well-developed communication skills. (CT)

Points out the need for accurate communications in today's office. Discusses two types of errors made in written communications: those detected by visual analysis and by content analysis. Examines recognizing the need for accuracy, correcting mistakes, and how to teach students proofreading and editing skills. (CT)

Word processing managers are gaining their management skills on the job rather than through preplanned activities. The specific needs of these people include the teaching of management related, communications, and human relations courses; exploring various delivery systems; and evaluating word processing educational materials. (CT)

It is imperative that everyone learn to interface with various types of electronic equipment in order to function as a literate citizen. Business educators also face the challenge of teaching students to interface with computers and word processing machines so they can efficiently perform business office functions. (CT)

Responses from 72 of 97 business faculty elicited samples of humorous incidents in business education and determined that business educators do not consider themselves humorous teachers but all use humor in class. Female teachers use humor, especially jokes, less frequently than male teachers. (JOW)