The rationale for including automated data processing (ADP) in secondary schools is given. ADP instruction: prepares students for data processing employment and for advanced ADP study, aids all students preparing for business careers, aids students in choosing a career, provides consumer information, and adds realism to other classroom…

A short unit of instruction (two to three weeks) on environmental problems and their economic implications is proposed for inclusion in basic business courses. The content of the unit is outlined and teaching strategies suggested, including "Did You Know?" points of interest for stimulating discussion. (SC)

Data processing should be taught at the high school level so students may develop a general understanding and appreciation for the capabilities and the limitations of these automated data processing systems. Card machines, wiring, logic, flowcharting, and Cobol programing are to be taught, with behavioral objectives for each section listed. (SC)

Results of a study comparing three- to five-minute dictations indicate that as the length of dictation increased, accuracy achievement decreased. Suggestions are: (1) one-minute dictation tests be used as speed-building (but not testing) devices, and (2) evaluations include occasional five-minute tests as well as three-minute tests. (SC)

Secondary accounting courses provide students with basic skills and knowledge needed by everyone, awareness of business as a career choice, and a solid foundation for postsecondary courses. (SK)

Behavioral objectives and appropriate activities are presented as focal points for a resource unit in the basic business class on the energy crisis. Teacher and student aids are also listed. (SC)

Student-centered educational activity is personalized learning with teacher direction the key for maximum utilization of time and effort. General and specific objectives are prepared and agreed on by students and teacher, then the student pursues the learning activity under teacher direction. Evaluation is both subjective and objective with…

It is time for a capstone course in business principles and management, drawing from basic business curriculums and teaching varying aspects of the course in grades 11 and 12 to average and above-average business students. Major emphasis should be on planning, organizing, staffing, directing, communicating, and human relations. (CT)

Discusses three priority levels which the author feels should be included in the teaching of grammar. Specific principles for each level are listed along with examples of grammatical errors. (SH)

Prediction of success in shorthand is difficult. Some attitudinal factors to be considered in adopting a more positive attitude leading to shorthand success are: establishing group cohesion, alternating intense wiht more relaxed activities, relief and relaxation coming from the instructor's personality, and; testing as an aid in the learning…

The pressures for change from within the profession as well as from outside sources are encouraging when their purpose is to reach more students, present a more comprehensive program, and vary the type and depth of subject matter to meet differing career interests. (Author/SC)

To prepare instructional materials for training specialized accounting clerks, teachers must visit offices and make task analyses of these jobs utilizing the systems approach. Described are models developed for training these types of accounting clerks: computer control clerks, coupon clerks, internal auditing clerks, and statement clerks. (SC)

The place of basic business (the study of the role of business in our private enterprise economy) in the high school curriculum is examined along with discussion of how it might be structured. (JT)

To help business teachers who would like to improve or expand their offerings in data processing, Minnesota developed curriculum guidelines for a potential three-semester data processing program at the high school level. This article discusses Minnesota's approach for identifying course content, basic assumptions for curriculum guidelines, and…

A plan is suggested incorporating a three-course track: personal typing (a beginning course for everyone), intermediate typing (for the undecided or nonvocational typist to improve skills and learn basic production tasks), and career typing (for learning work tasks necessary on the job with at least entry-level skills). (SC)