Examines three questions: (1) why include statistics in the geography syllabus; (2) what areas of statistics should be taught to all geography students; and (3) how statistics should be taught considering the limited mathematical background of most geography students. For journal availability, see SO 506 224. (Author/AV)

A fictional story about a teacher embroiled in controversy among parents, other teachers, and community members because of a course he teaches. Points out that commitment, sophistication, and courage are needed by teachers who deal with sensitive issues. (AV)

Describes biology curriculum expansion in elementary and secondary schools in terms of textbook and course content, teaching techniques, and pupils' achievement levels. Indicates need for additional textbook revision and alternative teaching approaches. (AV)

The author's experiences teaching writing to students in a technical college point to the need for such students to have a general writing course rather than one restricted to technical writing. (MKM)

A course focusing on Biblical literature uses the Bible in three instructional approaches--"as" literature, "in" literature, "and" literature. While it familiarizes students with the Bible, it also improves their critical reading skills through close attention to "good" literature and helps them grow through the experience. (Author/RK)

Describes the visual image approach as an alternative method of public speaking instruction based on the principle that meaning is associated with the object that meaning represents. Presents a rationale, objectives, procedures and results of implementation of this approach. (MH)

Describes a survey of futures studies programs in 184 secondary schools. Teaching approaches and 19 program goals are identified. A list of 28 curriculum areas identifies program content such as biomedical developments, ecology, food, government, international relations, and transportation. Available from: World Future Society, P.O. Box 30369,…

Students' reflections about their experiences teaching an introductory course in Asian American studies at the University of California, Berkeley. (Author/AM)

Notes that the Chinese Revolution is a complicated subject to teach. On top of the issue of a western versus a third world perspective, and the issue of whether China has anything in common with most of the formerly colonized world, one must come to terms with a Marxist perspective and its influence on Asian thinkers. (Author/AM)

Describes a seminar on German women writers of the twentieth century given in English translation at Stanford University. The purpose was to enable young college women to identify with outstanding individuals in their fields. By exploring their works they would have a source of information on suitable female models. (TL)

Discusses the necessity of teaching German culture in English translation and the difficulty of selecting relevant subject matter and appropriate materials. Some guidelines for the structure and content of such courses are suggested. (Text is in German.) (TL)

Describes a method that can help student reporters select and cover a beat. (FL)

Illustrates the debate between (1) those holding the mechanic view that form must be imposed on writing, enabling the selection of relevant details, and (2) those holding the neo-Coleridgean organic view that as one writes one's thinking assumes shape, structure being indivisible from content. Contrasts textbooks by R. Decker and D. Murray. (JG)

The educational value of presenting a controversial speaker is indisputable. The stated purpose of most educational institutions is to broaden the intellectual, cultural, and personal attitudes of their students and constituents. A controversial lecture serves as a powerful stimulus for developmental growth. (MLW)

Considerations to be made in designing an optometry curriculum for treating patients with eye diseases are reviewed, including the scope of practice and specific areas of instruction in the biomedical, basic vision, and clinical vision sciences. (MSE)