Describes lasers and indicates that learning about laser technology and creating laser technology activities are among the teacher enhancement processes needed to strengthen technology education. (JOW)

Describes a curriculum matrix embodying three elements (purpose, substance, practice) and their various dimensions. Argues for a transcendent view of mathematics as a profoundly human, spiritual, astonishing, majestic, and powerful enterprise. Outlines seven mathematical ideas that have transformed human experience by celebrating unlimited freedom…

Argues for a synthesis of and respect for various educational pedagogies; acknowledges the core values and beliefs about education that reflect infinite human variety. (SK)

Discusses the Manhattanville Music Curriculum Project's concentration on the purpose, substance, and means of music instruction. Describes improvisation as the dominant means for teaching concepts, knowing how music works, and knowing how to make musical sense. Urges that the same goals of aural acuity, creative thought, and musical facility are…

A high school agriculture teacher describes how he developed a new aquaculture course and the positive influence it has had on the community, the school, the aquaculture program, and on himself. (JOW)

From its inception, this journal has been committed to publishing quality theoretical and empirical work in the curriculum and supervision areas. Former editor Edmund Short's early years with the journal went well because of his reliance on personal relationships and communication, his commitment to research and theorizing, and his ability to…

Offers specific ideas for integrating international awareness into business communication courses in three situations--in the introductory course, in written communication, and in organizational communication. (JOW)

Describes how marketing teachers can use trade publications to enhance the quality of and provide relevance to the marketing education curriculum. Identifies representative trade publications; suggests how to get them for classroom use and how teachers can use them. (JOW)

Business educators teach students to input, edit, print, file, reproduce, organize, manipulate, and use information to make business decisions. Business education, thus, seems the natural vehicle for training all information workers. (JOW)

Offers some comments on the Educational Theatre Association's survey on the status of theater in U.S. high schools in the same issue of this journal. Discusses finding the key factors responsible for good school theater. (PRA)

Focuses on a particularly scrappy subgenre of hyperscholarship in which history is combined with argument to propose curricular reform. (MG)

Examines the epistemological bases of general education, arguing that current curricular models generate a static, absolutist vision of knowledge. Advocates a curriculum based on the processes of knowing and of learning skills and concepts--across all domains and disciplines--rather than on the knowledge base itself. (DMM)

Discusses the lack of attention paid to women composers in music education and the need to correct the situation. Suggests an integrative approach to teaching elementary school students about women composers. Offers sample teaching strategies and other learning activities and sources for teaching students that women, too, can be composers. (SG)

Provides an objective critique of Outcome-Based Education (OBE) as a reform strategy and a curriculum process, based on a literature review and experience in North Carolina schools. OBE is theoretically narrow, but charges concerning OBE's technocratic, uncaring orientation lack foundation. The curriculum process allows teacher participation. OBE…

Argues that it is the task of mass communications educators, and not professional media, to establish agenda and provide justifications for the mass communication discipline in the academy. Outlines the concerns and objectives that should concern communications educators. (HB)