Describes an eight-module, high school chemistry curriculum (including outline of course content) which encourages students to envision chemistry as a science based on general, related concepts rather than on a discipline composed of segmented, isolated topics. Module 1 objectives, assignments, laboratory experiences, and test are available from…

The idea of stress can be used to explicate some major topics taught in the introductory college- level sociology course. Strengths and weaknesses of the approach are discussed. A brief annotated bibliography is also provided to aid instructors who want to experiment with the technique. (Author/RM)

Discusses curriculum/strategies used to teach a population education course in China. Sixteen lessons (one 45-minute lesson/week) are conducted to foster correct outlook and responsible attitude toward China's population situation, thereby promoting moral, intellectual, and physical development. Population education in other courses, student…

Describes an interdisciplinary effort that combines instruction in fundamentals of speech communication and English composition. (PD)

Describes futures programs at seven schools that (1) treat the study of the future as an investigation of alternatives; (2) place emphasis on process, not content; (3) see futures studies as a form of values clarification; and (4) display a consistent concern with the development of a sense of consequence. (MLF)

A theory of art education is suggested which is likened to the facets of Rubik's cube. The parts of this theory include understanding the value of art in education, giving visual form to ideas, responding to visual information, planning and teaching, and evaluating art learning. (IS)

To avoid the problems associated with treating elementary school art as an endeavor without standards, the Department of Defense Dependent Schools adopted an art and visual literacy program called "Another Look." Elementary teachers were introduced to the program through workshops. Workshops' content and teacher reactions are discussed.…

Suggests that, with careful planning and a flexible approach, it is possible for journalism educators to provide advanced reporting students with opportunities for some realistic, on-site kinds of news coverage that can prove to be the highlight of the course. (HOD)

Calls for more emphasis on the telephone and related technologies in organizational and interpersonal communication courses. (PD)

Discusses the merits of doing institutional research with a business writing class and outlines the process for completing such a project. (AEA)

Describes a seminar on word processing for high school teachers at Arizona State University. The course was designed following a needs assessment and changes were made based on participant evaluations. (JOW)

When less able students receive favorable instructional techniques and an educational program organized by underlying principles, they may achieve at the higher mental and/or complex skill levels achieved by very able students. Organization of content in the areas of mathematics, psychomotor, and games is discussed. (RL)

Describes a model lifelong learning program and a course entitled "Communication Skills for Adult Learners." Includes course objectives, topics for interaction instruction, and resources. Argues that a communication-based curriculum is fundamental to the success of lifelong learning. (PD)

Describes a study which tested the reliability and validity of the Barth-Shermis Social Studies Preference Scale as a measure of teaching orientations with respect to Barth and Shermis' three traditions. Subjects were 190 secondary social studies teachers. (AM)

An introductory educational research course should be comprehensive so as to meet the needs of many students and be a self-contained unit. This course outline follows the sequence of activities involved in an actual research study. Some course topics are debatable because evaluation, research, and statistics overlap considerably. (CP)