Practicing teachers who took a Masters of Instruction program showed a mastery of economics comparable to regular college students taking intermediate theory courses and significantly more positive attitudes toward economics. However, the study raised serious questions concerning the effectiveness of college economics teaching and the economic…

This publication is designed to help local administrators and teachers achieve the fundamental goal of the No Child Left Behind Act, that is, improved learning for all students. For administrators, it furnishes information useful for understanding the key issues that must be dealt with at the district, school, and classroom levels; provides a view…

This paper offers a theory-based course development methodology for the creation of an information systems (IS) course to address the needs of top executives. A survey of institutions offering the Executive MBA (Masters of Business Administration) degree was conducted that focused on: (1) the extent to which the IS course is included in MBA…

This paper traces the development and maintenance of an introductory workshop delivered over the Internet, called the ALN (Asynchronous Learning Networks) Workshop on Internet Basics held at the Vanderbilt University Center for Innovation in Engineering Education (CIEE). The first section discusses creation and implementation issues, including…

This study was designed to explore changes in students' problem-solving skills as they analyzed instructional design case studies during a semester-long course. Nineteen students at two Midwestern universities analyzed six to ten case studies as part of their course assignments. Both quantitative and qualitative data were collected, with students'…

Describes two educational programs designed to assist disadvantaged adults in personal development and social adjustment. (SB)

London School of Economics and Political Science (England) course evaluations were used to examine whether teachers assessed differently across courses have distinguishing characteristics, and whether courses assessed especially discrepantly for one teacher have distinguishing features. Results show course-level characteristics (class size, number…

Describes the postcourse evaluation of an INSET program for Japanese secondary teachers of English as a Second Language (ESL), which found that the course's communicative approach was not implemented universally. The article suggests that differences between British and Japanese traditions may cause a reluctance to innovate and that INSET courses…

Outlines the benefits and limitations of automated assessment and offers practical advice for individuals and departments considering a move in that direction. Maintains that using optical mark readers (OMRs) in conjunction with objective tests can result in significant time savings. Briefly discusses using OMRs for student evaluations. (MJP)

Reports two studies carried out in the 1970s and 1980s that examined whether intellectual mastery of the content in a psychology of women course facilitated personal change. Compared students' pretest-posttest scores on gender self-concept, attitudes, and assertiveness. Data indicate positive results, and scores did not change between groups. (NL)

Describes study conducted at Moorhead State University (Minnesota) that was designed to compare a variety of distance education delivery methods offered in a teacher training program. Alternative instructional delivery systems are compared to more traditional instruction control groups, and effects on student achievement and course evaluation are…

Reports that university education departments in England and Wales plan and deliver courses according to externally imposed criteria. Presents student and teacher responses to a evaluation questionnaire on a one-week compulsory unit on gender-related issues in a preservice teacher education program. (CFR)

A recent effort to bring the Total Quality Management approach into an upper-division economics course at the University of Wisconsin-Madison is described, focusing on three major elements: (1) proficiency-based customer focus, (2) student involvement in team research projects, and (3) continuous improvement through ongoing student evaluation of…

Good teaching should be inclusive of all students. There are very strong arguments for making courses/units/modules as inclusive as possible, based on issues of equity and access. Inclusive teaching has been a catch cry in recent times and most universities have policies related to this issue. However, research into the effectiveness of measures…

To prepare preservice teachers for the technology-rich environment of today's schools, faculty involved with the preparation of teachers must model technology use in their own instruction. The purpose of this PT[superscript 3]-funded project was to design and implement a faculty development program focusing on the effective integration of…