This document is an English-language abstract (approximately 1,500 words) of an Act establishing the following school system: (1) Schools for technical and allied occupations in the economy and other activities of value to the community; (2) Schools for skilled workers in the economy and other social fields; (3) General technical schools; (4)…

Based on introspection and interview techniques of occupational analysis, pedagogical performance requirements were identified for teacher-coordinators of cooperative education programs. Another specific objective of this phase of the project "Model Curricula for Vocational and Technical Teacher Education" was to determine which…

As the terms "multidisciplinary" and "interdisciplinary" are frequently used in general systems literature without a clear determination of their meanings, the author seeks to show a logical and epistemological interpretation of their meanings in the context of an organismic model for curriculum design. Logical and…

Designed to help teachers of automotive services select the body of knowledge and experiences leading to the development of salable skills which might be necessary at various levels of complexity, this guide suggests an alignment of content, with teaching suggestions, for use in developing a vocational program to prepare youth and adults for…

Identifies some specific difficulties which foreign student have traditionally found in studying American Government on the college level. This article enumerates various remedies for these problems, including special textbook selection, lighter reading load, modification of testing procedures, and creation of an international student section in…

Examines four ways in which English as a Second Language (ESL) programs can be organized (segregation, immersion, limited ESL assistance, and bilingual) to provide the most effective language learning and orientation opportunities for ESL students. Urges teachers to match the program to the student whenever possible.

Argues for a radical restructuring of teacher training, which would put the needs of children before those of college lecturers. (Editor)

A new integrated nursing curriculum at the University of Connecticut School of Nursing, representative of a change from a traditional to an integrated nursing program, required teachers to become generalists in nursing theory and practice. The author describes the new curriculum framework, redefined faculty teams, and clinical experience. (MF)

Dispels the notion that exciting and imaginative science is the result of packaged curriculum materials or teaching methods. Instead, the necessity to follow students' inclinations and desires rather than rigid study guides is advocated. (CP)

Topics in this discussion of the differences between associate degree (AD) and baccalaureate (BS) curricula in theoretical content and clinical experience include the following: Distinction by knowledge, the underlying curriculum concepts of national health problems, nursing process, and transfer; simple vs. complex contents; and different…

Late nineteenth-century educators were anxious to accommodate the skill needs of an increasingly mechanized society while preserving the moral values, egalitarian sentiments, and dreams of cohesion of an earlier day. (JD)

Theories of and guidelines to the North East London Polytechnic's independent study program for a higher degree are discussed. (LBH)

Presented is a design for teaching daily living, socialization, motor, academic, and language skills to deaf blind children in a residential setting. (SBH)

Discusses the need for schools of library and information science to ensure that graduates understand and can use computer technologies, and describes a model program in which this goal can be met through cooperative degree programs involving schools of library and information science and other academic departments. (CLB)

Presents an approach to teaching basic and advanced courses in cataloging that determines course objectives by identifying the categories of students involved. The course content, instructional materials, and presentation methods are described in detail, and the success of the courses in generating interest among students is discussed. (CLB)