Questions who has the right and responsibility to determine the content of foreign affairs education. Discusses the University of Denver's Center for Teaching International Relations and the controversy aroused by the curriculum materials which it developed. Acknowledges the need for better global education but expresses concern that government…

Outlines the inadequacies of conventional curriculum guides. The emerging emphasis on the use of curriculum alignment is presented as a promising alternative with four major advantages: (1) local control of the curriculum, (2) textbook adoption by local needs, (3) better pupil achievement, and (4) simpler curriculum monitoring. Includes a…

Offers a model for interdisciplinary courses, altering the relation of the discipline, teacher, and student. Describes a University of Texas at Austin course as an example of the model, which focuses on major models for research; on developing students' methodological competence; and on validity and significance as writing criteria. (AYC)

Describes two courses, "Introduction to Music Literature" and "Spectrum of Music," within the context of the newly revised general education program at Willamette University. Describes the general education program, the value of the music classes for a broad range of students, and the content and instructional methods of the…

Describes how to balance existing traditional male-oriented literature selections with readings that present the female experience, the female protagonist, and the female perspective of female writers. Includes a list of 45 books. (EL)

Describes a seventh-grade course on ethical inquiry to teach students to think critically, independently, logically, and ethically in dealing with social and historical issues. Indicates that discussion is the most powerful means for getting children to learn the basic prerequisites for reasoning to become alert and skillful thinkers. (TRS)

Describes the master's program in nursing at the University of Iowa, which uses experienced nurse administrators as adjunct faculty members. Discusses core course content, the two-course sequence in nursing administration, and problems with the present curriculum. (CT)

The author offers guidelines for vocational teachers who must decide whether or not to teach a certain technological innovation in their classes. (CH)

The author's company, Autodesk, Inc., developed and implemented a model industry-based training program for teachers of computer-aided drafting. (CH)

Curriculum planning for gifted secondary school students consists of various decisions about program goals, content, scope, sequence, integration, articulation and balance, resource use, time, space, and organization. An effective curriculum considers the total learning environment, encompassing general education, specialized education, and…

With many intelligence documents open to scholars and interest in the role of intelligence agencies in national affairs increasing, many institutions are analyzing and teaching about intelligence as a tool of foreign policy and national security. (MSE)

Discusses: (1) the theology of creation (religion); (2) evolution (science); and (3) scientific creationism (religious doctrine and pseudoscience). Points out that contrary to its claim, the latter is a sectarian religious doctrine in the guise of science demanding to be taught in the classroom "as a science." (JN)

Summarizes an intensive 23-day environmental studies course for graduate students conducted by the author in Frankfurt and along the Rhine. Participants interpreted their experiences and planned ways to utilize them "back home." Questions are raised concerning environmental values and beliefs of Americans in contrast with Europeans. (DH)

Outlines research on how expert teachers function in the classroom. Shows the structure of an expert teacher's lessons and how she handles content in the teaching of mathematics. The studies suggest that content knowledge is critical and that expert teachers manage time and academic engagement equally well. (MD)

Shows how philosophical paradigms can be ideologically exploited, often unwittingly, by the teacher in a way that sacrifices truth and clarity to utility. Provides three examples and draws a distinction between teaching a skill and teaching an insight. (Author/JDH)