Greater attention to the needs of students and to teaching methods is urged, and specific suggestions are given. (IM)

Part of the proceedings of a Symposium on the Teaching of French Civilization held in Santiago, Chile, on July 16-28, 1970. (DS)

Describes how a bibliographic methods course, retitled The English Literary Profession," is being taught at the University of Massachusetts, Amherst. (SW)

Outlines an approach to teaching fieldwork that the author has used in graduate seminars. The course, which requires students to engage in data collection, is organized to follow the stages of an actual research project. (GC)

Comments on the preceding article by Bogdan, and discusses how to help college students in qualitative methods courses to develop analytic and synthetic skills in the presentation and formulation of research problems. (GC)

In open letters to the faculty affairs committee, an art education department chairman attacks the aesthetic approaches being used by a lecturer in art education to teach elementary education majors, and the lecturer defends his deemphasis of crafts and projects with R. G. Collingwood's philosophy in "Principles of Art." (SR)

Cites research suggesting that extensive reading is as effective as intensive reading in developing general reading ability and is more effective in promoting good attitudes among elementary and secondary school students toward reading. (MM)

Argues against the thesis that a thorough study of the language used in the relevant professional environments is necessary and sufficient to produce adequate instructional materials for special purposes language courses. Maintains that this purely functional approach to language teaching ignores fundamental communication needs and impairs student…

Describes an undergraduate general education course offered at Harvard College during the 1950s and 1960s. Looks at the course's use of lectures, section meetings, and term papers. Emphasizes the mutual learning of the undergraduates and their graduate section leaders, course content, and adjustments to changing student attitudes and temperaments.…

Discusses the teaching of world hunger in the classroom. Controversial questions and map skills for students are discussed as well as activities for home economics and science classes. A list of resource materials is included. (AM)

Examines the trend which emphasizes teachers' classroom management skills over their knowledge of curriculum content. The author contends that content knowledge should be the primary focus of both teacher education and teaching, and that teaching strategies and management skills should arise out of the need to communicate that knowledge. (AM)

Addresses the need for a balance between skills- oriented and content-oriented approaches to teaching social studies. Suggests a program in which an updated skills sequence could be interposed over an identified scope of prime content. (Author/KC)

Addresses differences in process and content teaching in the social studies. Suggests a curriculum with a conceptual approach and outlines educational objectives in terms of knowledge, concepts, and skills. (KC)

A study was conducted to determine the extent to which departments of industrial education are offering courses which assist students in becoming technologically literate. Two types of classes are being offered: (1) technology as a discipline and (2) the tools, materials, and processes of industry, but general courses were not widely available.…