Describes two teaching techniques for the foreign language classroom. The first involves the use of magazine pictures and simple drama techniques. The second, known as "task listening," asks students to listen only for certain things in a text and to carry out tasks such as completing maps, diaries, order forms, etc. (SED)

Reviews some of the research on listening comprehension and defines listening skills, such as comprehension of key points and "chunking." Describes an exercise using authentic oral and written material that is intended to develop reflective skills and suggests ways in which the exercise may be adapted for various learning levels. (SED)

Describes the experience of two high school French teachers who developed a curriculum for the nine French courses, according to school and departmental goals. The curriculum was developed according to the ACTFL/ETS proficiency guidelines. Examples are given of the format for Level One units. (SED)

Examines the implications of the ACTFL Provisional Proficiency Guidelines for the writing curriculum. Argues that the functions identified in the guidelines should be practices in writing as well as in speech. Discusses error correction techniques and presents examples of writing assignments in Russian that elicit advanced-level functions. (SED)

Discusses ways to teach critical reading skills and writing production to adult learners of Spanish who already have a basic command of the essential grammatical structures, some aural comprehension and reading ability, and adequate capacity to communicate orally. Describes and provides examples of several sample exercises. (SED)

Reviews research on the time factor in language pedagogy and on the relationship between time and other factors such as age, aptitude, previous language learning experience, and the total curriculum. Discusses the advantages of compact courses and outlines steps to be taken to implement them successfully. (SED)

The reduction of lecture time and its replacement with small group sessions in an undergraduate political theory course is described and possible problems associated with this kind of instructional change are discussed. (MSE)

This collection of articles includes the following topics: entrepreneurship in the high school curriculum, instilling management skills in secondary business students, organizing a business organization and management course around small business applications, and a suggested project for teaching management skills to high school students. (CT)

Describes the basic components of Iser's theory, then suggests ways to get students to interact with texts. (FL)

Discusses the problem of how best to teach creative writing, including the theory that creative writing teachers should teach critical, analytical reading of already published works. (DF)

Shows how the classical enthymeme helps with invention and arrangement in business letter writing. Explains how the results of the enthymemic analysis can be organized according to leads offered by its four steps--clarify the question at issue, answer it, give reasons for the answer, and state the assumption. (EL)

Recommends text-building routines for teaching students efficient ways to compose coherent paragraphs and longer documents, including frequently used plans for organizing goal-directed writing, means for highlighting to emphasize some ideas and de-emphasize others, and rule-governed ways to overlap previously mentioned information with new…

Describes assignments that integrate ideas from student journals into expository and deliberate essays. (HOD)

Discusses the history of debate about the roles of indoctrination versus free inquiry in the classroom in American education. Many present-day theorists may discover what educators of the 1930s found: that there is no contradiction between transmitting democratic values while opposing censorship and indoctrination. (MD)

Although the practice is commonplace, the techniques for evaluating principals and assistant principals vary across the country. Four of the most frequently used evaluation processes and procedures are examined, based on case studies of four school districts in Ohio, North Carolina, Idaho, and Alabama respectively. (Author/TE)