Suggests using an example versus nonexample format to teach geographical concepts related to landforms in the elementary grade classroom. Describes lesson plans and includes objectives, methods, and instructional strategies. Recommends using a conceptual framework rather than rote memorization. (NL)

Identifies 118 colleges and universities nationwide that offer graduate-level coursework related to 2-year colleges and lists the 193 courses offered. Indicates that most courses (n=109) tended to be general, or introductory, in content, with the second largest group (n=40) dealing with teaching and learning. (DMM)

An introductory Natural Science course with a focus on the laboratory is described. The main function of the course is getting students prepared for required individual projects in science. A copy of the syllabus, a description of laboratory experiments, and the context of the course are included. (KR)

Describes an elective high school weight-loss course. Students do fat-burning exercises in an atmosphere that does not stigmatize them because they are heavy or unathletic. They study nutrition, proper eating habits, and self-esteem. Most students continue to lose weight or sustain their weight after the course is completed. (SM)

Presents an annotated bibliography of ERIC materials on critical thinking instruction, focusing on general approaches, and critical thinking approaches linked to developmental education, writing instruction, and other disciplines. (DMM)

Ways in which to incorporate education on francophone western Africa into French second-language courses are discussed. Geography, language role, and common themes to be explored are examined, and more complex aspects of the societies, such as beliefs and customs, are also considered as they may be appropriate for inclusion. (MSE)

Describes a four-credit college course for preservice elementary and secondary teachers. Declares that the course is a model that integrates basic geography content with appropriate teaching strategies. Outlines the origins and development of the course and includes a copy of the class syllabus. (CFR)

Describes a teacher educator's experience at offering a course for graduate education majors called "Religion and the Public Schools." Classroom discussions were free-ranging, and students expressed views and insights concerning course materials in journals. Many students questioned whether religious studies could be taught…

It is argued that despite the current view of college teaching as a discrete set of skills, good teaching is more complex and involves understanding the specific contexts in which teaching occurs, and how teachers understand and communicate concepts to a changing student population. Portfolio-based peer assessment of college teachers is…

Asserts that economics students are usually given two descriptions of the money market with the implication that they are consistent with each other. Reviews recent research and presents an asset-substitution model that reconciles the two descriptions of the money market with observed behavior. (CFR)

Considers the potential use that English teachers might make of the discussions ensuing from curricular reform initiatives. Argues that the debates generated by the process of program reform are usually far better than the curricular results of those debates. Shows how assessment debates have great educational potential for curricular changes. (HB)

Relates experiences developing and teaching a library skills class for international students taking an anthropology course. Describes the development of the lesson plan and of a library skills worksheet in both English and Spanish. Offers observations on student learning and students' reactions. (DMM)

Described is a course that focuses on theory and techniques for ideation and refinement of geometric models used in mechanical engineering design applications. The course objectives, course outline, a description of the facilities, sample exercises, and a discussion of final projects are included. (KR)

Grade 11 students enrolled in a science/technology/society (STS) course, students not enrolled and their respective teachers were profiled. The results indicate that STS education rather that STS "doctrination" is the norm, the goal of "STS-literate" students has not been achieved, and the long-term retention capability of the established and…

Presents a theoretical framework for an empirical analysis of subject matter based on conceptual definitions of instruction and schooling. Discusses relating a period of instruction and the subject matter to other facts such as the students' experiences, curricular regulations, and the teacher's didactic routines. Illustrates the "local…