Compares three major types of syllabi--structural, situational, and notional--to determine how the last differs from the others. For each, the author examines its focus, its basis for selecting and ordering materials, and its typical manner of presentation. Discusses in considerable detail macro- and microstrategies consistent with the notional…

A study is presented that documents widespread unfamiliarity with traditional health beliefs among 30 residents who had been caring for Mexican patients in a Southern California clinic for periods ranging from one to three years. It is suggested that formal curricular material on health beliefs and practices should be provided. (MLW)

The design and implementation of the revised format of the freshman behavioral science course at Tulane University School of Medicine is described. The methods of evaluation utilized and the data from the first class of medical students to participate in the new curriculum are discussed. (Author/MLW)

Reports on a survey conducted at the University of Delaware among German language students to determine the types of courses they would like to enroll in for further study of German. Analyzes questionnaire data, correlating them with students' German course level and with their majors. (MES)

This paper looks at current definitions of aesthetic education and, in light of present views on learning theory and teaching methodology, suggests means and materials for devising new programs which might realistically meet the needs of modern American students. (Author/SJL)

Presents guidelines for the development of competency-based curriculum formulated as a result of an automotive mechanics curriculum workshop. Listed are specific guidelines for content development, writing style, and illustration. (LRA)

Described is how the utilization of the science classroom for the development of language skills, particularly in the area of writing. Suggested activities include crossword puzzles, poetry, puppet shows, comic books and letter writing. (Author/DS)

In dealing with the problem of illiteracy among women, the author feels that educational programs should form part of the large framework of integrated rural development and should combine education with work. Gives practical hints, and suggests how indigenous methods can be effective in the teaching-learning process. (CT)

Developmental characteristics of students in middle schools (grades 5-8) are detailed and a social studies curriculum tailored to their particular needs is outlined. (JMF)

The development of cross cultural competencies in social studies are discussed in terms of those competencies students need to develop. A five-stage curriculum is proposed to promote acceptance and positive attitudes toward a multiethnic society. (JMF)

A problem raised by teacher use of basic skills checklists is the possibility of focusing on listed skills to the exclusion of others, including necessary prerequisite skills. (JMF)

The origins, development, and structure of a social planning program offered jointly by the School of Social Work and the Department of Urban and Regional Planning at the University of Wisconsin-Madison are described. The exchange has proven useful for both faculty and students in each department. (Author/MLW)

Teachers need a liberal arts background to understand what they are teaching and why they are teaching it. (Author/JD)

Various approaches to teaching higher education administration are discussed. Some courses emphasize organizational theory and analysis, control, or management of change and conflict. Observations are made as to what special management skills may be especially appropriate to higher education. (SF)

Describes a study which evaluates the effectiveness of the Thai biology curriculum developed by the Institute for the Promotion of Teaching Science and Technology (IPST). Investigates were classroom activities, student affective behavior, and teachers' attitudes toward the curriculum involving 40 teachers and 1,400 students. (Author/DS)