Evidence suggests that a well-developed lecture script on a topic in medical biochemistry can quickly and easily be converted into an effective slide-tape program that is as educationally effective and well-received as one that is painstakingly tailored to the nature of the medium. (LBH)

This paper reports ongoing research investigating how students' experiences with the notion of tangent line in different lecture courses at a technical school are being integrated to the related mathematical concept. Focusing on a technical course case study, we examine how aspects of the notion of tangent line are related to features of the…

A distinguished German university professor refuses to submit to the tactics of an organized minority of student activists. (Editor)

This paper presents a description of events in two classrooms, during December 1972 and February 1973, in which the main topic were environment, resources, population, and family planning. (Author)

The aim of this paper is to deal mainly with the fashions in lecture and debating subjects which are to be found nationally in England in the nineteenth century. (Author/RK)

Discusses the inclusion of knowledge on macromolecules into a freshman chemistry course which emphasizes topics in organic chemistry, polymer science and biochemistry, atoms, chemical thermodynamics, and inorganic chemistry. Indicates that the program is the only way to keep chemistry education up to date. (CC)

Teacher training in Portugal is outlined in terms of its past and its future development. (RK)

Data supporting the effectiveness of requesting student verbal responses to specific situations during lectures are presented and discussed. (AL)

Recommends a return to the solo interpretive reading performance as a base for teaching oral interpretation principles and explains how to plan and organize such a performance. (SW)

Comparisons are made between four college economic principles courses: one-semester live lectures, programed instruction, and televised lectures, and, two-semester televised lectures, the latter producing the greatest content learning. Opportunity costs and other implications are discussed. (DB)

To prepare twentieth century students for life in the twenty-first, teachers must teach more of what their disciplines ARE and less of what they are about, since advances in knowledge are promoting such rapid change in information that much of what is taught is in danger of being anachronistic.