Four different types of inservice courses available in special education are outlined in terms of the course content related to learning purpose (knowledge, attitudes, and skills). Options include a seminar introductory course, an independent study project, a more traditional class course, and a competency-based course. (CL)

Argues that the productive efficiency of industry, which derives from technology and teamwork, should be the content base for industrial arts. Outlines a sample course based on this premise, changes in industrial arts that would result, and evaluation criteria. (SK)

Stresses the importance of teaching acting students how to audition. Describes course content and activities, including a trip to New York City to make audition rounds. (PD)

Describes an elective course emphasizing basic grammar and punctuation for journalism students. (HTH)

Argues that (1) the boundaries of technical writing can be defined by using concepts from formal linguistics and (2) that technical writing should be limited to the study and teaching of pragmatic conventions of structure and meaning encountered by those working in technical contexts. (FL)

Describes the instructional materials used in a sophomore literature course to deal with the topic of possible nuclear destruction, including John Hersey's "Hiroshima"; photographs of Hiroshima and Nagasaki; Carl Sagan's "Cosmos"; and specially prepared handouts and worksheets. (LAL)

A driver education program for mildly handicapped secondary students is described in terms of eligibility and placement criteria, program goals, and program phases (classroom instruction, simulator training, behind-the-wheel training, and parent involvement). Preliminary results indicated that the program is successful. (CL)

Reports the results of a study to determine grading criteria and evaluative standards used by a select group of business communication instructors. (AEA)

Twenty-four survey textbooks in special education, published between 1974 and 1982, were analyzed with formulae of R. Flesch to determine readability levels and human interest. Among results are that the texts are dull and difficult but usually complete in coverage, although some handicaps (e.g., severe/profound) receive scant coverage. (Authors)

Author investigates an educational proposal combining personal creativity training with a truly interdisciplinary curriculum that would give both an experiential and a content awareness of wholeness. (Author/RK)

Because of its association with the first-year writing course and with what is presumed to be a practical rather than an intellectual function, the composition curriculum has long been regarded as devoid of "content." The result of this emphasis on practice and process is a curriculum in which subject matter has been deemed largely…

Many teachers avoid controversial topics because they do not want to upset students or parents, do not know appropriate instructional strategies, and fail to recognize the importance of motivating students through placing science in its relevant context. An example is provided for use in a methods course for helping future high school teachers to…

This article applies the guidelines of the Twenty-Fourth Congress of the Communist Party - farsightedness and practicality - to problems of content and methodology in physics instruction. (JH)