An experimental high school course involved team teaching of American history and literature on the basis of five American novels. Learning objectives, class structure, curriculum units, supplementary materials, and evaluation techniques are described. (AV)

A listing and description of ways in which the vocational educator can make course content and training time work together for a more efficient vocational program operation. (HD)

Describes a senior course in reading taught at Michigan State University for English majors who plan to teach in secondary English programs. Course participants learn about reading theory, research, and teaching strategies, and they tutor problem readers throughout the term. (GW)

Describes recent reforms in elementary and secondary geography curricula, including increased emphasis on (1) concepts and patterns of physical and economic geography, and (2) geographic research methods. Also reviews student performance by grade level and suggests further improvement in the curriculum and in teaching. (AV)

Presents Rugg's educational philosophy and his materials in a descriptive overview; discusses his designs for a new social studies field; examines the process of curriculum development practiced by Rugg and his team of educators and authors; and draws parallels between the Rugg product and the projects of the 1960's. (Author/JK)

Problems and successes of teaching an interdisciplinary and innovative course on the 1960's are reviewed by the team that taught it at Samford University. The basic framework was chronological, with heavy reading assignments and group discussions used to cover the social and political issues of the decade. (LBH)

The author demonstrates how to teach a college political science course on the Arab-Israeli conflict in an objective, unbiased way. Objectivity is important because of the obvious biases and the nature of this controversial issue. (JR)

This article describes the process used by a university committee which, in an effort to increase student enrollment, was given the task of studying what an introductory course in political science should include. (Author/RM)

In this article three stages of the teaching process are examined: planning, interaction, and assessment. (JD)

A combined language and literature course for upper-level students of Chinese is described. The course included both native and non-native speakers and concentrated on a core of reading material for all students, with additional assignments according to the student's ability and level. (CHK)

Argues that orienting high school teaching towards the advanced placement test fails, ironically, to prepare students for thinking, writing, and reading skills required in college. Noting that standardized tests promote the (misleading) conception of knowledge as correctness, offers a choice-based method for students to analyze writing function…

Presents the structure of a business communication course that utilizes computers. Describes challenges teachers must face in the areas of computer/software knowledge, keyboarding skills, lab facility, and teaching methods. Emphasizes the benefits of learning to compose and keyboard at the computer, particularly regarding job marketability. (JD)

Lists eight effects that could result from the ruling in "Mozert v. Hawkins County Public Schools." These include widespread censorship, limitation of controversial topics, interference with management of instruction, and disruption of the school day. (MD)

Noting that combining reading instruction with writing instruction is more effective than teaching writing alone, describes and evaluates various sequential activities and exercises to promote involved reading. Includes mapping, summarizing, synthesizing, and critiquing assigned readings, all of which lead to the research paper. (JG)

Describes a writing based course in freshman world literature and summarizes tests, writing assignments, and class activities used in teaching "The Odyssey,""Metamorphoses,""Hamlet," and other works. (JG)