The business education teacher can improve the educational process and become more effective by practicing good human relations with students and in the classroom. The author discusses concepts of good human relations and effective teaching. (MF)

Comparing students in agribusiness sales, supply, and service courses to raw products in need of development, the author discusses the backgrounds of these students and their developing maturity through supervised occupational experience. (BM)

Professor Loney writes further about his "Project Design" concept (initially described in the September 1976 issue and noted in EJ 149 766) involving group participation in selection, design, construction, testing, and evaluation of projects. Although implementation has been in secondary technical subjects, the concept may be applicable…

In order to begin an analysis of why students and their teachers come to school, observations, anecdotal recording, and interaction analysis systems must be keyed to answering several basic questions about the cultural and personal values of the teacher and the student. Discusses society's dominant values and a value analysis designed to help…

This is the second of a two-part article on the controversy over hand-held calculators in the classroom. The first portion considered the pros and cons of the issue (AA 526 915) Here the author points out the possible effective uses for the calculator and suggests guidelines for those who wish to incorporate it into their classroom approaches.…

Students are often so preoccupied with choosing a college and being admitted that they don't spend much time thinking about what they'll do once they get there. Here are five suggestions for college freshmen from the director of the Office of Career Services and Off-Campus Learning at Harvard University on planning a college curriculum, especially…

Notes on classroom techniques and activities through which teachers can aid students in becoming whole persons. (JT)

Presented four of the common assumptions that dominate the literature on planning and change in student personnel. Six recommendations are suggested to insure the development of realistic and effective strategy. (Author)

Describes the goals which the faculty at Worcester Polytechnic Institute in Worcester, Massachusetts, set for its new program (particularly for engineering education) and the new teaching and implementation strategies developed to attain those goals, and then examines the tentative results. (Author/RK)

Focuses on some of the larger social issues involved in the structure and function of television, with how our society sets up, regulates, and finances the institution of television and how it, in turn, reflects and impacts on American culture. (Editor/RK)

Long aware of the correlation between various skills, English teachers need suggestions for systematically relating these skills to each other and to course objectives. Here are six suggestions for developing reading skills in the English classroom. (Author/RK)

The history of each of these models is traced and their different components analyzed. Examples from field instruction illustrate their impact on supervisory behavior. It is emphasized that learning in field work is significantly related to the manner in which the role system is defined. (Author/LBH)

Discusses six hypothetical phases through which students progress during their student teaching experiences. These phases are described in terms of the students' feelings concerning their own performance and teaching in general. Implications for teacher education are presented. (BD)

The academic achievement over three years of students attending two institutions was related to their use in the first year of extracurricular activities provided on campus. The study suggests that recreational facilities that allow students to demonstrate personal qualities of organizational and leadership ability is a worthwhile investment. (LBH)

The leadership in rebuilding the image of athletics must come from the athletic directors and coaches. The athlete must be expected to develop and perform adequately socially, academically, and personally as well as athletically. (MLW)