Contends that the rising number of college students makes it imperative that teachers try to increase their own and nondisabled students' awareness of learning, physical, and emotional disabilities. Discusses course content and classroom techniques used to achieve this goal. (CFR)

Reports on a three-week seminar taught by U.S. economists at Moscow State University (Russia) in June 1992. Discusses the history of the pre-1992 economics curriculum and the emerging curriculum in modern Russia. Includes three tables illustrating changing curriculum content in economics over the past two decades. (CFR)

Contends that fiction can help students understand historical periods and events. Presents and discusses four criteria for selecting novels to be used in college courses on World War I and World War II. Includes a bibliographic essay on recommended novels for each war. (CFR)

Asserts that increased attention to marginalized groups in college political science courses is long overdue. Introduces a series of six brief articles describing how to incorporate these groups into the curriculum. Includes articles on gender, race, and sexual orientation issues. (CFR)

Research on teacher education lacks a tradition of studying the content and instruction within exemplary professional courses. This article explains how a subject-specific methods course addressed prospective teachers' apprenticeships of observation using modeling and overcorrection. The course helped students acquire a technical language and…

Asserts that promotion of classroom thinking generally is assumed to be the sole responsibility of the teacher. Suggests using a text that portrays students engaged in reasoning and other interventions to stimulate the growth of critical and creative thinking. (CFR)

Described is a weekly computer algebra laboratory course for Calculus I students during the 10-week spring semester, 1990, at Trinity University. Advice on the establishment and management of this type of laboratory including descriptions of student participation trends and student reactions is presented. (JJK)

Uses social exchange theory as a conceptual framework for developing the sociological imagination. Explains this counters a trend toward an emphasis on social forces as behavioral determinants and the omission of values in the classroom. States exchange theory emphasizes how individual action collectively changes the social structure. Applies…

Discusses the history and design of a project to integrate material on the internment of Japanese Americans in the Second World War into the curriculum at the University of California Los Angeles (UCLA). Proceedings of a seminar to develop the process are also reviewed, with suggestions for the future. (SLD)

A University of Texas-Houston course on ethics in the biological sciences is described. The course focuses on two central values: truthfulness and benefit to others. Issues in course development are discussed, including gaining faculty support, selecting instructors, constructing a syllabus, using cases, and reducing cultural bias in tests.…

Contends that the development of professional historians in the late 1800s resulted in a conflict with teacher educators in teacher training institutions. Concludes that involving historians in precollegiate history issues in recent years has led to an improved image for secondary history teachers. (CFR)

Describes the structure and content of a four-week minicourse on the Vietnam War at the University of Mississippi. Explains how the course raises questions about the equal distribution of the burden of war. Provides tables and charts comparing military draft and casualty statistics for African-American and white soldiers during the war. (CFR)

Describes a college level course in which computer mapping is incorporated into the geography curriculum. Discusses problems associated with using commercial mapping software in the general geography classroom. Concludes that students have reduced computer anxiety and a better understanding of geographic concepts as a result of the computer…

Comments on the new National Council on Economic Education standards and calls for more clarification and detail as well as additional standards. Argues that the almost-exclusive focus on principles-based standards ignores that need for explicit skill standards. Discusses possible difficulties for social studies teachers not trained in economics.…

Describes the transformation of the philosophy of the teacher education program at the University of South Africa from a traditional, fundamental pedagogical approach to a pluralistic problem-centered approach that encourages trainees to develop their own creative potential. Course outlines and anticipated outcomes are included. (Author/MSE)