Recommends the use of historical fiction in secondary history instruction. Maintains that careful selection of books is the key to success in this endeavor. Provides a recommended list of books categorized by chronological periods and historical topics. (CFR)

Reviews the articles included in this issue of the journal. Describes the tremendous changes in the United States since the American Revolution. Contends that the drama of history can be interesting and exciting to students if presented well by teachers. (CFR)

Argues that drawing in art is a visual, intellectual, and emotional act. Provides suggestions for helping students understand these three perceptions. Discusses the impact on curriculum design in art education. (CFR)

The University of Southern California has developed a comprehensive model for teaching the increasing numbers of social workers practicing in occupational and industrial settings. The program's rationale, themes and objectives, and application across six courses and a field practicum are described. Also noted is the program's utility for…

Describes a workshop for college-level geography instructors to examine gender related issues in human geography. Discusses the goals and implementation of the program. Questions whether or not women's studies in geography should be autonomous or integrated into traditional human geography courses. (CFR)

It is proposed that literature can contribute to the teaching of human values in pharmaceutical education. Two texts illustrating pertinent issues are examined, and the process and relevance of literature instruction in humanistic education are discussed. Where, when, and why to integrate literature into the pharmacy curriculum are also addressed.…

A discussion of the status of the comprehensive secondary school in Germany looks at its history within the overall educational system, curriculum design, the relatively traditional approach taken by West Germany in comparison to other European countries, and the chances for comprehensive schools in a united Germany. (MSE)

Argues against a graduate field of study in world history as too general. Suggests developing a specialization in comparative history to encompass major culture areas. Uses multiple elements to develop comparative history courses. Proposes graduate seminars where students discuss works in cross-cultural comparative history. (NL)

Discusses teaching and the social reconstructionist view of reflection that underlies the University of Wisconsin-Madison elementary teacher education program. The paper examines action research in the student teaching curriculum and the way it is facilitated by one supervisor, and analyzes written reports of research projects by 18 student…

Explores curriculum collaboration between professional education and liberal arts faculty. The paper describes curriculum models used by teacher preparation institutions to structure the relationship between professional education and liberal arts coursework (integrated, collaborative, and segmented), presenting case examples. The efficacy of a…

Presents reasons to distinguish between equity and enlightened self-interest in developing an agenda for equity in mathematics education, which is construed as a check on whether or not the actions taken in teaching mathematics and the resulting social arrangements are just. Three broad ways to proceed in agenda setting are presented. (SM)

An experience with learner-centered instructional units in an otherwise traditional second year course in medical interviewing found that students (n=71) strongly supported the approach and that learner-centered experiences can be embedded in a teacher-directed curriculum and compete successfully with other, more directive, and, as perceived by…

Compares treatment of global education in three curriculum guidelines: California's History-Social Science Framework (1987); the New York Social Studies Program; and the National Commission on Social Studies in the Schools' report, "Charting a Course." Finds the New York program more broadly conceptualized emphasizing all the social…

Outlines a master syllabus for introductory intercultural communication courses. Overviews the major issues instructors must face when they teach such a course at any level of instruction. Discusses philosophical issues, pedagogical issues, course content (objectives, texts, written assignments), and available resources and teaching techniques.…

Presents an overview of geography as taught in West German public schools that is intended to stimulate discussion among U.S. geography teachers. Focuses on the mandatory programs in secondary education. Argues that strengthened geography programs depend on educators' understanding of sound geography content and pedagogy. (DB)