Interviews with a small sample of British teachers indicated the following: too little time spent teaching about the Holocaust; the Holocaust used largely as context for understanding World War II; teachers lacking perception of it as unique; and lack of clarity about the cognitive and affective goals of such instruction. (SK)

A study elicited the opinions of 14 agricultural communication practitioners in Florida concerning knowledge and skills that should be taught to agricultural communication students. Results revealed the need for broad-based instruction and the fact that communication skills are more important than subject-area knowledge. (Author)

There is a pervasive but implicit emphasis on a liberal feminist political agenda in the field of psychology of women, but authors need to make their political perspectives explicit and to find ways to incorporate other feminist viewpoints, such as socialist and radical feminist perspectives, in order to strengthen the discipline. (SLD)

Describes a fundamental revision of an undergraduate psychiatric-mental health nursing program that was undertaken to maintain its humanistic focus while rising to the marketplace challenges that confront nurses in constantly changing environments. Includes a chart of core content, psychiatric mental health content, and competencies. (Author/JOW)

A literature review identified 17 articles describing 12 nursing education programs that address cultural sensitivity, primarily in the United States. The majority are concerned with increasing knowledge and awareness of others' values and beliefs; several are focused on attitude change and reflection. Minimal evidence of achievement of course…

Describes Science Technology and Society (STS) simulations that teach students about human experiences involving controversial issues. When students are taught using controversial and authentic issues, science instruction becomes current and engaging. (SAH)

Reports on the stated preferences of first-year high school students (n=499) about a range of science topics. Analyses of responses indicate that some topics were selected equally by boys and girls while other topics were selected predominantly by girls and other topics by boys. Discusses curriculum implications of the findings. (Author/JRH)

Using a postmodern framework, two home economics curriculum documents in Canada were analyzed, revealing the continued influence of modernist values that fragment knowledge and exclude different ways of knowing and being. The documents reflect confusion about the purposes and values of home economics education. (SK)

A business communication faculty survey (199 of 600 responded) indicated that 79% discuss employment communication in their courses, but only 45% address disability disclosure in the workplace. None of the 13 textbooks analyzed covered this topic. (SK)

Surveys media professionals as to how major marketplace changes are affecting the way media planning courses should be taught. Offers recommendations to teach students to: think conceptually, critically, and creatively; use numbers to determine and support their media decisions; contend with audience fragmentation and advertising clutter;…

Study of a continuing education course in public health run by a federal agency showed that stakeholders whose needs were unmet engaged in metanegotiations to change power relationships in planning; they used substantive negotiations to change course content and audience. The case demonstrates how adult education planners are constrained by…

Reviews 19 teaching tools about women's health, ranging from general curricula to books, videos, and CD-ROMs that can be used by educators and learners throughout the continuum of medical education. (Author/SLD)

Graduation criteria and syllabi from 10 agricultural teacher education programs were analyzed. Common content areas included teaching methods, program and curriculum planning, experiential activities, foundations, and technology. Few had separate courses on Future Farmers of America advising or supervised agricultural experience management. (SK)

A national survey conducted in 1997-1998 evaluated the current and anticipated future emphasis of chemistry-related content in the professional pharmacy curriculum, the credentials of the teaching faculty, and pedagogical methods used to deliver the content. Thirty-three schools or colleges of pharmacy participated. (Author)

Nursing theory instructors (n=44) displayed a general consensus on essential course content. They expressed a need for more emphasis on middle-range and practice theories rather than grand narratives and the research-practice-theory relationship. (SK)