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)

Discusses program standards, one part of the Standards for Technological Literacy: Content for the Study of Technology. Addresses their uses in developing K-12 curriculum. (JOW)

In a survey of 294 nursing students and 57 faculty, students equally valued lectures, tutorials, and labs for learning biosciences. Faculty differed from students regarding the value of methods and time allocated to the biosciences. Adjustments in the allocation of curriculum topics and a tutorial system to augment lectures and labs were…

An ethnographic study compared content of a surgical nursing course developed by an individual with content determined through observation of practice. Most content was relevant to practice. However, sociology had a significant influence on practice but it was not addressed in curriculum. Ways to improve course development were recommended. (SK)

The standards for technological literacy developed by the International Technology Education Association focus on what students in grades K-12 need to know and be able to do. The content standards have five categories: nature of technology, technology and society, design, abilities for a technological world, and the designed world. (JOW)

A 3-day unit for 53 nursing students on aggression and violence was evaluated through a student survey and pre/posttest. Students believed it was an appropriate subject for nursing, wanted it earlier in the course, and wanted less time spent on theory and more on skills, role play, and practice. (SK)

This literature review addresses the following questions: "What is spirituality?"; How is it defined in a nursing context?"; and "What should be taught in nursing and how?" It emphasizes spirituality as a broad concept, not equated with any religion. (SK)

This textbook is intended for a course in applied regression for upper-division undergraduates and first-year graduate students and is designed to require only mathematics at a high school level. Teachers should find it a useful resource. (SLD)