The special education methods sequence at University of Virginia is a two-semester training program which emphasizes a behavioral approach to teaching. The first course emphasizes methods; the second focuses on integration of curriculum and methods. Course goals, format, teaching methods, texts and student evaluation are outlined. (IAH)

Student characteristics, course content, class activities, evaluation, and teaching methods are described for a graduate course in educational administration at University of New Orleans. Major issues considered include: organizational behavior and theory, the educational effectiveness and reform movements, leadership, and ethics. (IAH)

Describes a course designed to prepare students for intercultural interaction from a communication perspective. Notes that the first part of the course is devoted to theoretical frameworks for understanding intercultural interaction, while the second part focuses on applications of intercultural communication theory. (MM)

It is proposed that the continuing dental education curriculum is an appropriate place for the integration of parenteral (including intravenous) sedation into dental training. (MSE)

Describes the author's use of John Milton's "Paradise Lost" in a college freshman composition course. Argues that focusing on significant works of imaginative literature can revitalize and reinvigorate freshman writing courses. (MM)

Shows how teachers can increase students' general appreciation of literature and improve students' writing skills by studying literature with legal issues and images of the law. Cites several examples of such literature, including Geoffrey Chaucer's "Canterbury Tales," William Shakespeare's "Measure for Measure," and Jonathan…

A rationale, specific content, and teaching methodologies are suggested for the integration of sexuality content in the preparation of child welfare workers concerned with the prevention, intervention, and treatment of child sexual abuse. (SAK)

Aspects of the educational psychology component of undergraduate and graduate teacher education at University of Wisconsin (Oshkosh) are discussed. Goals, content, resources, methods and evaluation procedures are outlined. (IAH)

A graduate level core course in curriculum and program design is described. Designed as a comprehensive introduction to curriculum studies, course content has three basic dimensions: perspective, paradigm, and possibility. Reading, pedagogic strategies and evaluation mechanisms are discussed. (IAH)

Current Canadian citizenship curricula can be expanded beyond instruction geared toward the citizenship hearing. A definition of the purpose and meaning of intercultural education precedes suggestions on how citizenship teachers can add an intercultural dimension to their curriculum planning. (Author/CB)

According to a recent study, state mandates for tougher academic standards do not necessarily lead to more and better course content. Although more lower- and middle-achieving students are enrolled in academic classes, these courses are at the basic, general, or remedial level and fail to meet reform commission goals. (MLH)

Home economics curriculum guides were examined for the presence of global concepts. Although most curricula present global concepts, the concepts cluster in certain topics and at senior high levels. If global education is to be taken seriously, it is necessary to develop sound educational philosophical bases. (Author/CH)

Finds that making content relevant to students' personal and career was a factor, in addition to immediacy, that increased students' state motivation. Notes that a scale to measure content relevance in the classroom was developed, factor analyzed, and determined to be a valid and reliable unidimensional instrument. (SR)

Data from a survey of 96 (of 534) flight training programs seem to indicate a high percentage include Aeronautical Decision Making (ADM) training, which has high potential for accident prevention. However, these results are due more to social desirability bias. Only 38 use all 10 ADM topics; of the one textbook mentioning ADM, only 2% of the…

Technology educators are concerned that projects and activities, not content, are becoming the focus in elementary education. However, technology is method, and methods-driven content is appropriate in elementary schools, where the focus is on providing basic skills and knowledge about the world. (SK)