Post-secondary business teacher educators strive to prepare student teachers for the classroom. However, post-secondary teacher educators must seek the input of experienced secondary teachers to assist them in developing such prepared student teachers. Secondary business educators in a southeastern state were surveyed to obtain data in the areas…

Responses from 164 of 294 accredited business schools provided a profile of minority/international student enrollment and international business communication course content, level, length, frequency, enrollment, textbooks, and emphases. These courses were more associated with master's and bachelor's programs; 30% of schools have offered them for…

Greatest needs of business education for 1971 include (1) need to lift our educational goals to higher levels and define them lucidly, (2) need to scrutinize content of every course to determine its relevance, power, and criticalness, and (3) need to determine viable alternatives to the in-school methods of educating students for work. (Author)

In a survey of 68 business teachers and 48 social studies teachers, business teachers identified 57 of 80 international business competencies as frequently taught in standalone or integrated courses. Social studies teachers identified 24 frequently taught competencies. Only 14 were taught by both types of teachers, and 2 by neither group. (SK)

Award-winning instructional materials analyzed to determine the relationship between the types of teaching techniques and the specific instructional objectives and economics course content. (MF)

A survey conducted in 1982 and repeated in 1986 was replicated in 1990 with data collected from 356 of 700 2- and 4-year colleges. Results show that business communication is often a required course, enrollments are constant, class sizes are decreasing, and a wider variety of related courses is being offered. (SK)

Teachers focus on teaching students technology skills, which include making the technology work, but many teachers are not comfortable with the skills of integration and active learning using technology. An important factor for effective integration of technology is the teachers' ability to integrate instructional technology activities to meet…

According to responses from 157 of 218 higher education institutions, 122 offer human resources development/training degree programs, the majority master's. The average core credit hour requirement ranged from 20-28 hours; 90% offered internships, half required them. A 30-hour core master's curriculum resulted from the findings. (SK)

The fifteen critical steps involved in writing instructional programs are described, along with an example. (MS)

This study attempts to determine and compare the opinions of basic business authorities, state supervisors of business education, and high school basic business teachers regarding controversies related to the secondary school courses of general business and consumer education. (Author/CT)