Analyzes seven barriers to teaching global education, focusing on teacher education, teaching methods, textbook bias, curricular rigidity, and student attitudes. Stresses the importance of understanding global interdependence as a part of citizenship education and the social studies curriculum. Suggests that understanding the barriers to global…

Research and theory on teaching the writing process is not being widely implemented in public school classrooms. Changes such as a greater emphasis on process in college composition classes and language arts methodology courses as well as careful selection of supervising teachers, inservice programs, and revamping of writing evaluation are needed.…

Presents four techniques to bring current science controversy into the classroom: (1) daily reviews and discussions of current science articles; (2) weekly group analysis of an assigned article; (3) individual student reports of a science controversy; and (4) a yearlong cooperative group study of a science issue. (MDH)

Develops a series of computer-assisted instructional (CAI) programs as a learning tool to accompany a U.S. history survey course. Divides a 2-semester course into 12 chronological periods. Explains how course structure incorporates rote materials into visually stimulating gamelike scenarios. States that software for the course is available,…

Offers ideas on how to develop a course on popular music. Notes the importance of obtaining prior administrative support. Identifies materials, techniques, books, films, and community resources. Suggests several classroom projects, incorporating popular music history and music activities. Lists books, periodicals, and videotaped materials for…

Points out there has been an increase in curricular materials for the study of genocide. Maintains that teachers need a rationale for teaching about genocide to help them select appropriate content. Provides examples of rationales from leading educators and delineates three teaching models. Includes curricular resources and an eight-item…

Examines press coverage of the Holocaust to analyze the response of the United States and the world to the Jewish extermination. Compares this coverage to earlier press responses to the Armenian genocide and Ukraine famines. Argues the press was unwilling to face the Holocaust's magnitude. Urges teachers to teach about the Holocaust and similar…

Maintains that geography occupies a prominent position in the Chinese secondary curriculum. Describes the current course content, which includes both physical and human geography. Concludes by discussing barriers to further development, including lack of qualified staff and poor textbooks. (CFR)

Presents a secondary lesson in which students examine the U.S. Constitution and decide about a simulated case of ethnic bias and discrimination. Links this case to the Japanese Relocation Camps in the United States during World War II. Provides lesson objectives, instructional procedures, and four student handouts. (CFR)

Proposes a learning model that includes components of critical thinking and social critique in writing assignments. Reports on results of an experimental course designed to use graduate student teaching assistants to improve students' critical thinking and writing skills. Describes the positive results of the course. (CFR)

Three college instructors, teaching very different content (management, political science, and literature) and using classroom assessment techniques (CATs), compared the results. All found that CATs contributed to self-reflection, that designing CATs helps faculty focus on course and class goals, and that responding to CATs requires students to…

Focuses on technology and the future of higher education. Discusses how technology is forcing change on the roles and models of education; content versus the learner; the role of faculty; and accreditation and value of courses. (AEF)

Develops a theoretical framework for understanding the principles that regulate the expression and reception of "everyday" knowledge (attitudes about sex, drug usage) in the classroom. Investigates three different school-based contexts: the formal classroom, small group interaction during lesson time, and group interviews (outside the classroom).…

Compares the coverage and accuracy of economics in the National Council on Economic Education voluntary standards with the treatment of economics in other K-12 standards. Considers the economic concepts and relationships emphasized in the history, civics, and social studies standards. Includes a table illustrating economic concepts and other…

Argues that, although most K-12 social standards are deficient in their coverage of economic concepts, the National Council on Economic Education standards are equally deficient in addressing history and social studies subjects. Maintains that both disciplines must cooperate and coordinate their efforts for any meaningful educational reform to…