Examines methods of injecting creativity into the business education class: motivating the student, explaining basic principles, and supervising a practice session. (CT)

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)

Suggests that business teachers should use formal written proposals, a standard operating procedure in business, to make requests of administration for equipment, supplies, programs, and other needs. (SK)

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)

The Test of Consumer Competencies was given to 4,300 prospective teachers. The low level of achievement in certain content areas among business education majors suggests areas in which preservice preparation for teaching consumer education could be improved. (SK)

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 1,025 of 1,830 business faculty in the United States and Canada (64.9% tenured) showed significant disagreement between tenured and nontenured faculty on 13 of 20 tenure issues. A majority of both groups agreed that tenure modifications are needed. (SK)

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)

Vocational education teachers in Northwest Ohio (n=569) completed a test on entrepreneurship; marketing and business teachers had the highest scores. The teachers with strongest entrepreneurship knowledge completed at least one college business course, are certified in marketing or business, are aged 26-44, and have taught entrepreneurship before.…

Interviews with 199 teachers, counselors, administrators, and business/industry representatives identified 13 professional development themes, including workplace experiences for students, teacher work experience, conferences, learning through students and student organizations, obtaining workplace materials, professional reading, professional…

Pennsylvania high school business teachers (n=259) used the following resources most often for self-directed learning: preparation for teaching, experimentation, reading, informal discussion, and formal courses/workshops. Resources accounting for a significant proportion of variance included preparation for teaching, experimentation, electronic…

At the heart of teacher certification is the issue of teacher quality within an education system. Every education system depends upon the quality of the teachers to realize its goals. A major challenge within the wider context of an education system is meeting the needs of students who must be able to function within the world of work. In order…

Business educators have long been prepared for service in a wide range of settings; however, these settings have been concentrated in secondary education, teaching business subjects at the 7-12 levels with the emphasis on high school programs. Thus, for so many of those in the field of business education, their career path was quite simple: earn a…