Suggests that, with careful planning and a flexible approach, it is possible for journalism educators to provide advanced reporting students with opportunities for some realistic, on-site kinds of news coverage that can prove to be the highlight of the course. (HOD)

Calls for more emphasis on the telephone and related technologies in organizational and interpersonal communication courses. (PD)

Discusses the merits of doing institutional research with a business writing class and outlines the process for completing such a project. (AEA)

Describes a seminar on word processing for high school teachers at Arizona State University. The course was designed following a needs assessment and changes were made based on participant evaluations. (JOW)

When less able students receive favorable instructional techniques and an educational program organized by underlying principles, they may achieve at the higher mental and/or complex skill levels achieved by very able students. Organization of content in the areas of mathematics, psychomotor, and games is discussed. (RL)

Describes a model lifelong learning program and a course entitled "Communication Skills for Adult Learners." Includes course objectives, topics for interaction instruction, and resources. Argues that a communication-based curriculum is fundamental to the success of lifelong learning. (PD)

Describes a study which tested the reliability and validity of the Barth-Shermis Social Studies Preference Scale as a measure of teaching orientations with respect to Barth and Shermis' three traditions. Subjects were 190 secondary social studies teachers. (AM)

An introductory educational research course should be comprehensive so as to meet the needs of many students and be a self-contained unit. This course outline follows the sequence of activities involved in an actual research study. Some course topics are debatable because evaluation, research, and statistics overlap considerably. (CP)

Proposes possible content boundaries for intercultural communication courses and discusses specific teaching methods. (PD)

Hunkins asserts that the curriculum has been splintered in reaction to myriad demands upon the schools. He outlines a plan for a "curriculum of encounters" which seeks to enable students to become complete human beings and has the potential for bringing unity and purpose to school programs. (SK)

Warns that English departments' emphasis on literary criticism and "explications de texte" introduced too early in undergraduate English majors' careers can crush students' enthusiasm and interest. (AEA)

Argues in favor of including instruction in speaking skills in technical writing courses. Shows how to go about incorporating dialog skills into what is first and foremost a composition course. (RL)

The author regrets the de-emphasis of the past in the social studies. She contends that students' lives are poorer, perhaps even impoverished, without an appreciation of the past and a nodding acquaintance with its heroes and villains. (Author/KC)

Suggests that elementary self-contained classroom teachers be provided with specific statewide content guidelines. The content should be based upon Piaget's theory of cognitive development. (Author/KC)

Presents strategies for implementing a viable career education component as an integral part of the secondary theater education program. Includes suggested readings and reference materials, and general goals aimed at offering a program with practical value for students. (JMF)