The content is outlined and the terminal and enabling objectives are provided for a curriculum area on military management (see EM 010 429, EM 010 430, EM 010 431, EM 010 456, and EM 010 457), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course…

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on morale and esprit de corps (see EM 010 439, EM 010 440, and EM 010 461), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010…

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on personnel evaluation (see EM 010 443 and EM 010 463), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course development project, EM 010 418, EM 010 419,…

The content is outlined and the terminal and enabling objectives are provided for a curriculum area on applied leadership (see EM 010 444, EM 010 445, EM 010 446, EM 010 447, EM 010 464, and EM 010 472), part of an introduction to psychology and leadership course for the United States Naval Academy (see the final reports which summarize the course…

In the Quinmester course "Tie it All Together," students read a variety of short expository pieces, discovering inductively the structure of the sentences and paragraphs in the works, and then proceeding to develop their own. The subject matter in regard to sentences includes: word meanings; sentence elements; sentence structure.…

This article is designed to assist planners of inservice programs to broaden the range of courses and other types of activities offered within their system of training. Five basic dimensions of an inservice course must be considered: time, people, form, objectives, and sponsor. These dimensions are expanded into a comprehensive working checklist…

This section describes the first of a three part curriculum in trade electricity-electronics (each part is described in a separate volume). It presents a unit of 6 to 10 weeks duration which develops only those competencies necessary to all electricity or electronics employment. A flow chart indicates how an individual student's program can be…

Prepared to assist agency and university programs in the organization of a program to prepare trainees for employment as audiometric assistants, this guide is intended for use by professional individuals who are familiar with clinical speech and hearing problems. The manual contains five teaching modules, each including training time, objectives,…

Although intercultural-communication courses are increasing in universities in this country, very little interest in these courses is displayed on community college campuses. This paper presents and discusses procedures for community colleges to develop an effective course in intercultural communication. Consideration is given to the initial…

One of seven similar project reports dealing with program development in career education for teacher, counselor, and administrator preparation, this report presents, in two sections, information on infusing career education content into special education personnel preparation programs. The first section describes the results of the work done by…

Described are two instruments used in a workshop designed to help teachers clarify their own beliefs about education and to shape their classroom behavior accordingly. The Student-Content Inventory concerns styles of student-teacher interaction and the Educational Theory Inventory correlates the respondent's beliefs to major educational theories.…

In order to estimate the coverage of first-year property courses as taught in American law schools, a survey was made. The results indicate that the basic property course as taught across the country is a diverse collection of highly different courses. (JMD)

Decisionmaking or problem-solving approaches in preservice or inservice home economics teacher education should emphasize skill development, according to the author, who gives some examples of the process elements. (MF)

Report of an ad hoc committee on the contribution of economics study to the British secondary curriculum including arguments for increasing economics study. General education aspects, skills development, development of conceptual knowledge, selection of content, attitudes, and learning experiences are discussed. (BC)

Describes the establishment and development, by the American Association of Teachers of German, of a summer camp for the teaching of German language and culture to high school students. This was an experiment in total immersion and included a teacher training workshop. Schedules, content, methods and goals of instruction are given. (TL)