Reported is a longitudinal study on changes in affective attitudes for the purpose of determining the effectiveness of a 1971-72 innovative guided design course. In the pretest-posttest control group design, the experimental group was composed of chemical engineering juniors, and the control groups were junior students in civil or industrial…

This final report concerns a pioneering, three-year curriculum development project dedicated to translating recent learning theory and laboratory findings into operational practice in an existing educational institution. This project produced a highly successful and unique course that teaches two semesters of economics that students can master in…

THIS STUDENT'S HANDBOOK IS FOR LANGUAGE LABORATORY INSTRUCTION IN MANDARIN CHINESE IN SECONDARY SCHOOLS. THE MATERIAL CONSTITUTES THE FIRST LEVEL OF A 4-YEAR SEQUENCE TO BE USED BY NINTH-GRADE STUDENTS. FIFTEEN UNITS ARE PLANNED FOR TWO SEMESTERS' INSTRUCTION. THIS TEXT CONSISTS OF (1) A BRIEF ENGLISH EXPLANATION OF THE SITUATION, (2) A CUE SHEET,…

A DETAILED SYSTEM DESCRIPTION OF THE 11TH-GRADE ENGLISH COURSE WHICH COMBINES TEAM TEACHING WITH CLOSED-CIRCUIT TELEVISION AT THE BUENA VISTA HIGH SCHOOL IN SAGINAW, MICHIGAN, WAS PRESENTED. THE SECOND IN A SERIES OF THREE REPORTS, THIS REPORT PRESENTED AN ANALYSIS OF (1) COURSE OPERATING PROCEDURES, (2) TIME SPENT IN VARIOUS GROUPINGS AND…

An introductory psychology course which used undergraduate-taught minicourses and the Personalized System of Instruction (PSI) approach is described. (DE)

Basic assumptions implicit in course design for foreign languages are examined. The course must first satisfy the basic needs of the learner, later his sociolinguistic or psycholinguistic needs. Relevance of materials is looked at in terms of framework of a course, role of situational teaching, and conduct of the lesson. (SCC)

This article presents a unique concept of providing training options to individuals in industry which their needs as well as their time constraints. (Author)

An experimental method for teaching about power in groups, using an adaptation of the Tavistock method, is described. Course assumptions, methods, goals, and evaluation are discussed. (JMF)

Suggests that the secondary curriculum is not flexible enough to cope with the widely differing skills and abilities of pupils. (Editor)

A thorough revision of present syllabus-design practices is necessary to achieve the goal of enabling the learner to use the target language with relative fluency in simulated speech transactions. Four new orientations are suggested that lead more directly to language use than do monolithic and paradigm-oriented linguistic features. (Author/RM)

This comparison is intended to provide a compendium of the merits and possible deficiencies of course structures presently being used in engineering education. (BB)

Describes the practical problems encountered by one group of people, in one institution, when different disciplines were combined in the production of a course about the theory of curriculum design. (Author/RK)

Guidelines for planning a basic business course, particularly at the ninth grade level, are presented along with seven considerations for the implementation of structure for the first day of class. (SH)

Describes an introductory geophysics course for physics majors. (SL)

An experimental first-year course in administrative law integrated several instructional approaches: text, lectures, research, in-depth study of a specific agency, appearances by agency representatives, and in-depth study of a case handled by the school's clinic, including classroom visits by key figures in the case. (MSE)