A comprehensive theory of instruction is needed that (1) acknowledges the centrality of communication to instruction; (2) recognizes that instruction involves changes in student knowledge, affect, and behavior; and (3) reflects a systematic orientation to instruction. The literature in diffusion, particularly in the area of the communication of…

This article considered the presentations, discussions, and group directions that focused on both methods and content of instruction and curriculum, for both the special educator and the art educator. (Author/RK)

The influence of social work education on the sex distribution in social work practice was examined for students at the University of Wisconsin, Madison, where there is no formal tracking into casework, groupwork, and community organization. It is concluded that policy and curriculum changes can alter traditional sex-role stereotypes. (JT)

Describing the contribution social workers could make to social change based on the emerging awareness of ethnic and cultural pluralism in American society, the author outlines necessary changes in social work education approaches, admission policies, curriculum organization, curriculum practices, and content to reflect a positive view toward…

Three dimensions for faculty development are proposed: the professional, which embodies critical conceptual questions; the curricular, including improvement of instruction and designs for learning; and the institutional, a set of new demands on higher education. Based on these, a set of principles for planning and a matrix for programming are…

A case is made for greater emphasis in graduate music education on courses that deal with the foundational in such a way that the student begins to understand the underlying force and value of a study of principles, theories, and concepts (e.g. psycho-physiology of music and philosophies and aesthetics in music education). (JT)

As a substitute for what he sees as confusion of separate introductory courses in the different areas, the author proposes an interdisciplinary social science-humanities course organized around basic questions about man's individual and group needs and behaviors, group relationships and processes, value systems, and techniques for creating and…

Examines contemporary models of undergraduate education, including their historical development and the reforms of the 1960's, asking whether the many social, political, and intellectual directions demand corresponding curricular responses or a new synthesis. Concludes that social complexity calls for emphasis on the aesthetic and intuitive as…

It is suggested that power relationships among people have become a unifying concept of human behavior in modern society, replacing the Freudian libido, and that this concept can function as a unifying principle for integrating racism, sexism and other key relationship concerns into the human behavior curriculum sequence. (Editor/JT)

A three-year general physics program which uses a single text from which a sequence of one-year courses have been constructed is described. It is organized on a modified spiral approach and requires laboratory work culminating in an experimental project during the sixth semester. Discussion includes implementation and administration of the…

In discussing the need for combination of theory and practice in the college accounting curriculum, the author presents a conceptual framework for the body of knowledge which teaches the student principles and puts them into practice through illustrations. (JT)

A 3-year law curriculum is outlined based on studying law as an applied social science to maximize its relevance to social life. The author contrasts it to curriculum designed to create technocrats competent in the legislative process and notes that immense changes would be necessary to implement such a curriculum. (JT)

Discusses the rationale for teaching comparative law and describes techniques and results of experiments with two kinds of courses at Boston College Law School: (1) Comparative Legal Analysis, a perspective course, and (2) integration of comparative law as another dimension into courses in a particular subject matter area. (JT)

Noting that family practice is increasingly accepted as part of the academic system, the author discusses its philosophy, overviews undergraduate programs and residency programs, presenting a sample curriculum outline for a 3-year family practice residency and emphasizing the need for continuity of care and a family practice office or center as a…