This article provides guidelines for teachers who have limited computer experience and find themselves faced with establishing a computer typewriting/keyboarding course. (JOW)

Students training to be teachers in a one-year postgraduate course are presented with a choice of course methodologies. This article is a case study of one group that chose to operate as a democratic learning cooperative. The efficacy of this approach in preparing teachers for work in local secondary schools is discussed. (Author/CT)

Argues that successful content area reading lessons are well-structured lessons. Explains organizing concepts and how to use them. (FL)

A detailed description of and rationale for an effective tutorial method of teaching within a standard scheduling framework. (Editor)

Describes the offering of a physics course where a mixture of teaching techniques and a wide variety of phenomena associated with light are used to attract students majoring in art, art history, psychology, photography etc. Indicates that the course is characterized by its in-depth and non-mathematical nature. (CC)

The article discusses the task of becoming an effective college teacher. (Author/RM)

Advocates the use of minicourses in teaching secondary school science. Topics are suggested and methods for structuring minicourses are discussed. (JR)

Discusses the teaching of a varied open-ended, integrated chemistry course, and indicates that the teaching-learning process is made easier on account of students' varied experiences and high motivations. (CC)

An autoinstructional approach to teaching state and local government is described. The course consists of 40 instructional packages that include specific objectives as a learning guide for students. (RN)

Part 1 of this article presents a systematic methodology for organizing course content, a review of literature relevant to the structuring and sequencing of instruction, and its implications. Part 2 discusses five factors that provide insight for persons who develop instructional strategies for the delivery of course content. (CT)

A method for adapting a technical writing course to the needs of students from a variety of majors is summarized. (HTH)

"Reforms" have created large schools, which make new problems for the teacher. The following are briefly discussed: preparation of teaching material, procuring supplementary visual and auditory material, constructing tests, using the language laboratory, constructing a preparatory course, projects, and individualized instruction. (Text is in…

The way in which one correspondence course was produced for use in Botswana, Lesotho, and Swaziland is described. It has implications for production of other correspondence materials as well as for the organization of writing correspondence courses anywhere. (LBH)