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.

Panel discussion presented at the 37th Annual Meeting of the American Association of Teachers of German (AATG), NOvember 27-29, 1969, in New Orleans, Louisiana. (DS)

Because of drawbacks to the traditional lecture method, general chemistry lectures were stopped at appropriate times to allow students to complete prepared worksheets on problems related to current lecture material. Discusses rationale for and mechanics of the approach, including sample-problem worksheets used. (JN)

Increased student involvement using a feedback lecture format demonstrated that lectures can be more active and assignments can be tailor-made for students. Guided learning activities (managed by a feedback lecture study guide) are used prior to, during, and after lectures. (Author/JN)

Describes a study which compared the effectiveness of two teaching methods--the lecture method and experiential learning aimed at improving college students' topographic map skills. Subjects were 76 University of Georgia undergraduate geography students. (AM)