Examines several generalizations concerning political terrorism that have been inferred from research and suggests methods and materials social studies teachers can use to teach a basic understanding of terrorism. (FL)

Describes a nonfiction literature unit offered in journalism and lists suggested titles. (AEA)

This survey gathered information from around the state on New Jersey Studies offerings: grade levels at which New Jersey Studies are emphasized, major topics or units, methods of instruction, and materials used. (SJL)

The author presents a rationale and specific techniques for teaching grammar in the high school. (SJL)

Describes an upper level course on rhetoric of women and its effects. Covers (1) criteria for selecting prominent women speakers; (2) course content and structure; (3) course materials; (4) classroom procedures; (5) assignments and evaluations; and (6) concerns and caveat. (PD)

Argues that remedial mathematics instruction involving only a hierarchy of instructional units fails to impart methods of mathematical inquiry and thus isolates the student from the learning process. Suggests involving the student by teaching concept development, rather than manipulative skills, and relating mathematics to students' lives. (JP)

Recommends that an anchor test be used in college level psychology courses to regulate grading. An anchor test means a core of items on content which is common to all sections within a particular course. Items are distributed throughout the test and scored in comparison with how an individual class performs in relation to all other classes. (DB)

Realizing that students usually approach an introductory statistics course on the college level with a mixed set of fears, a course instructor devised a course introduction which emphasized that statistics were no more than tools to make sense out of research data and could be used by students much in the way that other tools were used. (DB)

Discusses a variety of issues concerning the introductory course in computer methods in the business curriculum. Among the topics discussed are the nature of the students, the choice of programming language, the choice of online or batch environments, and the approach to instruction taken. (Author/IRT)

Workshop activities designed for the professional development of institutional researchers are described. It is suggested that a properly structured training session incorporates theory and experience and presents it in a format appropriate for the busy professional. (Author/SF)

Discusses problems encountered in developing and teaching a course on Stuart and Tudor Drama, some of the teaching methods employed, and ideas for improving the effectiveness of the course. (JMF)

Describes various methodologies used at the Queensboro Community College, New York, to enrich some of the topics traditionally included in the introductory course such as union management relations, social responsibility and business ethics, internal organization structure, and small business management. (TA)

Discusses why it is intellectually, morally, and politically important to teach college students about thinking that is exploratory and suggestive. Considers what is involved in teaching such a course, and how to evaluate the thinking that is developed. (SLD)

Discusses common controversial issues in different college disciplines, such as the death penalty and drug legalization. Also suggests useful methods for encouraging enlightening discussions, such as verbal and physical cues, student-centered activities, and text selection. (SLD)

Alumni of Rutgers University business administration programs (235 of 500) identified factors that influenced their long-term retention of course material. Four qualities that should be emphasized in teaching are traditional (textbook, lecture, homework); interactive (group work); rejuvenating (variables relieving monotony); and relevant. (SK)