A variety of techniques available for individualizing instruction that do not require the complete abandonment of traditional teaching procedures are presented for the business education teacher. (LH)

Recommends changes in areas emphasized by word processing instructors. Suggests new emphases, skill areas, and competencies where more emphasis is needed, and traditional business education activities which could receive less attention. (CT)

If business education is to survive in the future, new methods and new courses will need to be incorporated into the curriculum. These new methods and courses must involve the use of computers. Changes must occur in the teaching of word processing, records management, basic business classes, and typewriting. (CT)

Describes how marketing teachers can use trade publications to enhance the quality of and provide relevance to the marketing education curriculum. Identifies representative trade publications; suggests how to get them for classroom use and how teachers can use them. (JOW)

Contains a brief matrix of the historical development of data processing. (MU)

Through the types and steps of individualized instruction described in this article, it is hoped that bookkeeping and accounting teachers will be able to implement this method to a greater extent than in the past. (Author/JS)

The high school level business administration course is discussed, along with relative emphases on elements of management and what instructional methods might be appropriate in secondary schools. (MF)

Describes a program that permits failing accounting students a second chance to pass by transferring them out of their original section into a new section designed specifically for failing students. The approach is adaptable to any community college and creates few administrative problems. (CT)

Reviews the second generation components of the Interstate Distributive Education Curriculum Consortium (IDECC) competency-based instructional system. It will provide classroom teachers opportunities to fully individualize their programs at minimal expense and with very little additional planning time. (CT)

Based on the recommendations of seven business educators and administrators, suggestions for needed research are given in the categories of business education, administration, curriculum, teacher education, teaching methods, international business, and political implications. (SK)

Discusses the development of a curriculum in business ownership and management for secondary business education programs in Arkansas. Content was determined from community small businesses, the Small Business Administration, and an advisory committee. The curriculum concentrated on generic skills varying instructional strategies to localize…

A variety of educational changes in business education is noted, with selected schools implementing the changes cited. (AG)

Discusses where and when word processing training should take place, prerequisites to word processing training, modifying vendor training materials, building drills and repetition into lessons, which computer operations to include in word processing curriculum, beginning lessons with a review, and teaching the use of documentation. (CT)

This second article of a 3-part series on reprographics reviews the teaching of reprographics and focuses attention on instructional strategies that should be employed. (Author/AG)

The views of 13 writers on various teaching and research areas in business education are presented in this section on selected occupational topics. (JS)