Reports on a study of the characteristics of the basic course in organizational communication. Analyzed 100 questionnaires that provided data on the following: schools and departments offering basic courses, faculty, textbooks, and topics covered. (PD)

Cites research suggesting that extensive reading is as effective as intensive reading in developing general reading ability and is more effective in promoting good attitudes among elementary and secondary school students toward reading. (MM)

The authors stress the importance of using a "science-oriented" syllabus when teaching a second language for specific purposes and identify the linguistic concepts which must be incorporated into such a syllabus. They discuss their experience in teaching Italian for specific Purposes at the National University in Somalia. (CFM)

Describes the development, content, and implementation of a two-credit graduate course for teachers at the University of Wisconsin at Stevens Point in the use of microcomputers for teaching high school chemistry. (JJD)

Presents a philosophical analysis of the creation/evolution conflict in which a deliberate attempt is made to highlight its wider curricular dimension. Argues that literature on the conflict focuses primarily on questions concerning nature of science and avoids discussing of equally pressing curricular/instructional issues, particularly…

Presents an adjunctive method of student evaluation to answer specific questions of teaching effectiveness and course content. Suggests that instructors should reflect on the important questions, organize them into an evaluation questionnaire, and ask students to provide answers. (Author/RC)

An analysis of trends in biomedical education within chemical education is presented. Data used for the analysis included: type/level of course, subjects taught, and textbook preferences. Results among others of the 1980 survey indicate that 28 out of 79 schools responding offer at least one course in biomedical engineering. (JN)

Behavioral sciences at the University of Washington School of Medicine have been taught in terms of direct applicability to the primary care physician's practice with the "behavioral system" providing the point of integration for a general organ system approach. (MLW)

Argues against the thesis that a thorough study of the language used in the relevant professional environments is necessary and sufficient to produce adequate instructional materials for special purposes language courses. Maintains that this purely functional approach to language teaching ignores fundamental communication needs and impairs student…

Describes an undergraduate general education course offered at Harvard College during the 1950s and 1960s. Looks at the course's use of lectures, section meetings, and term papers. Emphasizes the mutual learning of the undergraduates and their graduate section leaders, course content, and adjustments to changing student attitudes and temperaments.…

The author traces changes in American social studies teaching about the Soviet Union over the past 30 years. He finds that these changes parallel shifts in the political mentality from the Cold War, through detente, to America's renewed suspicion following the Soviet invasion of Afghanistan. (SJL)

A study conducted in Israel and the United States to develop a scale of students' satisfaction with college instruction, to assess the dimensions behind the scale, and to examine four predictors (sex, major, school year, and academic performance) that may affect satisfaction with instruction is presented. (Author/MLW)

Advocates teaching ethnic fiction in survey courses of American literature. Uses a personal reading list of ethnic fiction in support of such a rationale. (RL)

Discusses the teaching of world hunger in the classroom. Controversial questions and map skills for students are discussed as well as activities for home economics and science classes. A list of resource materials is included. (AM)

Examines the trend which emphasizes teachers' classroom management skills over their knowledge of curriculum content. The author contends that content knowledge should be the primary focus of both teacher education and teaching, and that teaching strategies and management skills should arise out of the need to communicate that knowledge. (AM)