Criticizes a thematic approach to English instruction advocated by J. R. Osgerby Yin English in a College of Education: A New Approach," The Use of English," vol. 21, no. 4 (Summer 1970), pp. 306-16, 321I on the basis that such an approach leads students away from an experience of the literature itself and into the realms of sociology…

Describes a British college of education's thematic approach to English based on a tutorial unit containing 6-8 students. (DD)

Inquiring into controversial issues in the classroom is increasingly important. Teachers meeting opposition might assess representation of the total community in the opposition, determine specific points of disagreement and de facto official support. Remedial and preventive course of action should be explored. (VW)

Includes a list of some of the assignments made and poems written by several students. (RD)

Details a French secondary school teacher's experience in rejuvenating a language class with group discussions and current events projects. Bibliography of materials used is included. (DS)

Description of a course at the University of California at Los Angeles. (RD)

An introductory college-level sociology course should include specific course goals which can be evaluated. Students should be made aware of these goals. The course should inform students of the core and range of the field, emphasizing facts, theory, methods, and applications. There should be active student participation. (Author/RM)

A three or four semester-hour graduate course was designed to provide basic instruction in heat/mass transfer topics relevant to chemical engineering problems and to train students to develop mathematical descriptions for new situations encountered in problem-solving. Course outline and list of references used in the course are provided. (JM)

Describes a graduate or senior elective course combining fundamentals of surface phenomena with practical problem-solving structured around a series of case problems. Discusses topics covered and their development through acquiring new knowledge applied to the case problem, practical calculations of solutions, and applications to additional…

In Norway, curriculum theorists have veered from an emphasis on content or subject matter to concentration on the learning process, defined in psychological terms. The most recent statements by national curriculum committees attempt to strike a balance between these postitions. (PP)