Copies of the "Guide to Improving Instruction In Industrial Arts" are available at $1.25 each from AVA Publication Sales, 1510 H Street, N.W., Washington, D.C. Ten percent discount on orders of ten or more copies. (Editor)

Paper presented at Symposium on Research and Utilization of Educational Media for Teaching the Deaf (Lincoln, Nebraska, March 17-19, 1969). (JJ)

The imparting of knowledge should be approached from the standpoint of equipping students with the skills that will enable them to achieve personal significance in their lives. (CK)

Changes in the social setting of the 1970's could eliminate the need for a special curriculum for the disadvantaged child, with the exception of preschool programs. A more critical need appears to be improved teaching methods capable of rewarding and improving the self-image of disadvantaged children. (JH)

Teachers of regular classes containing gifted students should develop their ability to identify those gifted students, analyze their teaching approaches, assess the students' ability and developmental stage, organize the classroom into different working levels, and collaborate with other teachers to extend and elaborate the curriculum. (CL)

Teachers rarely use research results to improve their instructional practice or their professional knowledge. In a recent survey, teachers requested practical research results which they could use in their own classrooms. Teachers also requested that research results be presented in a manner in which they could be easily understood. (JN)

Curriculum theorists should develop three classes of propositions: (1) definitional propositions, which involve the curriculum design and curriculum system; (2) normative or descriptive propositions, which involve goals in planning the curriculum and designing an evaluation scheme; and (3) predictive propositions, which involve the correlative…

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

Suggests that high school social studies classroom teachers become informed about behavioral science electives which are becoming increasingly popular within the social science curricula. An outline of a four unit behavioral science course is presented and several approaches for teaching this course are explained. (DB)

Proposes that an effective teacher can enhance the achievement of educational goals by integrating the daily use of the following categories into the classroom situation: health education, values, aesthetics (art), music, physical education, group projects, individual work, and conversation (socialization). (JD)

The author comments on the practical, persistent problems of teaching home economics and makes some suggestions regarding the improvement of the following areas: teacher preparation (curriculum, teaching techniques) and communication, that is dialogue among home economists at the various educational settings within the field. (CT)

Presents examples of new approaches and materials for using television in educational settings. (RL)

After giving a brief description of Kohlberg's theoretical position and his recommendations regarding the promotion of higher level judgments in the schools, the article details the difficulties with the implementation of Kohlberg's moral decision curriculum and notes that the unfeasibility is borne out by empirical findings. (SB)

Maintains that social studies facts are worth teaching and suggests how to teach them to pupils in elementary school social studies classes. Topics discussed include definition of facts, ways in which facts encourage communication, and the importance of facts in reasoning. Several sample fact lessons are presented. (DB)

Provides some history of the teaching of composition as well as a discussion of the new developments in the composition curriculum and in teaching techniques. Argues that the new emphasis on writing is a genuine renaissance rather than merely a fad. (IRT)