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The article discusses the teaching of investments and development of a business education curriculum. What to teach in investment courses is difficult due to the diversity of subject matter and the preferences of teachers and students. The author uses his experience as a teacher and in brokerage to examine this.

The article focuses on the gap between the research and educational practice in the field of physical education and education in general. Research is expected to affect the curriculum of school, but it unfortunately does not. Researches in physical education should conduct investigations specifically designed to solve the problems of teacher. The problem of pervasive negative attitudes toward research in the majority of the professional membership should be confronted by the physical education research before widespread dissemination of it to the domain of teaching practice. It seems impractical if not impossible to attempt sweeping change in existing attitudes of practitioners in schools and colleges. To influence the future physical educator as a student may be more possible, especially in under graduate programs which give close attention to mechanisms for professional socialization. If the neo-natal physical educator both adopts and later sustains positive research attitudes through cultural diffusion, his own future students and colleagues will be influenced to look to research as one vital source in determining the nature of practice.

The article presents a reprint of the article "State of the Art of Teacher Education," by Lindley J. Stiles, which appeared in the May-June 1971 issue of "Journal of Educational Research." It talks about the training of teachers also known as teacher education. One of the characteristic of teacher education is conflict because it is more art than science, more socially relevant than purely academic, and more political than professional. The period of rapid economic and technological advancement following the second world war brought about changes in education. Academic knowledge and intellectual skills were highly in demand. The education or training for teachers that has moved into the 1970's was committed to innovation and openness for research.

The article talks about the evaluation of teacher education programs in physical education. The programs are being evaluated and the schools are not the only ones liable but also the teachers as well. The evaluation may be based on the quality of physical educators produced. The three strategies used for inquiry includes: analysis by checklist or scorecard, analysis by assessing competencies of graduates,and the analysis by categorizing problems encountered by graduates in their work performance. Training program standards were developed for some of the areas that include organization in teacher preparation, selection of students, curriculum, faculty qualifications, facilities and equipment, student teaching, and classification of professional preparation institutions.

Can training for business actually be provided by schools? If so, what type of training is most effective? Should businessmen be trained as generalists or specialists? Questions such as these are not the special product of educational turmoil in our day and age. This article examines a little known but highly significant eighteenth-century document which points to the origin of the business-school concept, and affords a unique opportunity to see current ideological differences in historical perspective. [ABSTRACT FROM AUTHOR]

The article discusses the growth and development of marketing education at colleges and universities. Two indicators of marketing education growth, which the article covers, are the number of schools offering marketing courses, and the number of specialized fields within marketing which are available to study. Seven subject groupings are reported; they include marketing, advertising, sales management, retailing, market research, public relations and auxiliary courses. The expanding popularity of marketing as a field of study during the years 1930 to 1950 is described.

The article focuses on the use of diagnostic-prescriptive technique in teaching exceptional children. The use of diagnostic-prescriptive technique is for the identification of effective instructional strategies for children who differ in their academic learning capabilities. The steps includes the identification of children who have learning difficulties, outlining of learners strength and weaknesses and perspective intervention. Meanwhile, the assumptions in the diagnostic prescriptive teaching are the students strengths and weaknesses, relevance of the acquisition of academic skills, the reliable and valid assessment and implications of the diagnostic information for teaching children.

This study evaluated two commercially available curricula, the Sullivan Programmed Reading Series and the DISTAR Reading I Program. The major question was, can a curriculum material which is presented primarily through a specific perceptual modality increase academic achievement skills of children when matched to their strongest perceptual modality. An aptitude by treatment design with 77 educable mentally retarded children, grouped according to visual and auditory perceptual strength, failed to yield any significant interactions. [ABSTRACT FROM AUTHOR]

The article cites an extensive telephone interview survey conducted by the Council for Exceptional Children Information Center about the education of exceptional children. This research was participated by 80 leaders from several educational insitutions rendering education for exceptional children. Each of the participants represented various areas of expertise such as teacher education, curriculum development, diagnosis and evaluation, legislation, instructional technology, delivery systems, program administration and research. The telephone interview survey was designed to tap into the special education's grapevine in order for the Center to investigate their significant activities and trends, and to recognize priority areas for its product development.

The article attempts to clarify issues and provide information needed to understand the roots and assumptions about the accountability movement and the use of a technological orientation to education in the U.S. The author notes that because of the level of expenditure for curriculum development, people are asking for some form of accountability to demonstrate that funds for schools are being used effectively. Thus, tasked to provide evidence on school effectiveness, the National Assessment Program was set up to provide the American public with a picture of educational quality in the country. Accordingly, because of the economic and demographic influences underlying the accountability movement, a technology of curriculum planning and instruction was needed to implement the program.

This article presents the extensiveness of curriculum structure. The curriculum structure extensiveness can be conceptualized along two dimensions, namely, the commonality and the temporality of the relationships between curriculum elements. The author presented a conceptual framework that serve to synthesize past and current conceptions of curriculum structure by providing vocabulary of useful concepts to generate research questions as an emphasis on curriculum structure. The concepts presented are tools of thoughts that must be tested by their usefulness in the generation of fruitful questions.

This paper discusses a utility function estimation procedure developed to provide curriculum planning information to elementary school principals. Both theoretical and empirical studies were performed to evaluate the procedure. The results of the use of this approach to obtain data from a national sample of principals are presented. [ABSTRACT FROM AUTHOR]

This article focuses on problems of curriculum and pedagogy in history and social sciences in secondary schools in the United States. Author says that few historical statements will not reveal the problems, but by such a strategy may reveal how pedagogy and curriculum development in these fields, have been affected by a tradition of universal education and by national experience. That tradition, of course, is not an ancient one as traditions go and public experience as a nation is confined to modern times. The touted tradition of free, universal, public and common education through the secondary school is in reality a bare three generations old. The idea began to develop in a systematic way in the United States only after 1872 when the courts in one of the states decided that secondary education was worthy of tax support. By the end of the nineteenth century, both elementary and secondary schools were being supported in most states by means of state and local taxes and the sale of state-owned land in the United States.

The article discusses certain principles of curriculum development that helps in incorporating career development into elementary-school education. The curriculum must possess goals and objectives that apply to students. Curriculum-makers in career development must take into consideration what the pupil has already learned, and the general level of his social, emotional, and intellectual maturity. The planning of curriculum for the majority of students should not be suppressed by preparation for college.

The article focuses on issues related to development of social studies curriculum. A coordinated approach to curriculum development is required. Before developing the social studies curriculum, the goals of social studies education must be considered. The National Council for the Social Studies' curriculum guidelines help teachers and administrators focus on realistic goals and objectives. The social studies programs should be personalized by encouraging active involvement by learners. Also the programs developed should be human centered.

The article presents information on a survey that was conducted to determine the magnitude of elementary school principals' role in the process of curriculum innovations. A total of 130 principals were randomly selected for the study. Most of the principals listed textbook salesmen as the best source of information. Respondents of the survey said that the role of a district curriculum director is also very important. Although elementary-school principals seemed to have insight into the weaknesses of the problems of the social studies curriculum, they do not seem to be aware of sources of information on curriculum.

The article emphasizes that teaching should be an activity that should involve focusing on students, and guiding their learning instead of trying to teach them. This would give students more freedom in classrooms and more control over their learning. According to the critics, traditional teaching today, has become an almost futile, wasteful, over-rated function. Considering the present day needs, it is urged by the critics that teachers should forget objectives, curriculum planning, motivation techniques, lecturing or expounding, and evaluation of knowledge. Instead, they should serve as learning facilitators.

The article discusses the theory of instruction developed and utilized in planning a principles of teaching course for prospective science and mathematics teachers. The authors have attempted to identify the basic components of instruction which would provide the structure for describing and evaluating teaching. There are extra-class to be considered including structure, objectives, entering behavior, instruction plan, learning environment, confrontation, interaction, student feedback, teacher feedback and summative evaluation.

The article discusses the study on the attitudes and need of inservice science teachers. It has been revealed that there are interesting differences and similarities between elementary teachers and secondary school science teachers in terms of both their perceived needs for inservice programs and their emphasis on the appropriate goals of science instruction. In order to validate the tests, statements were turned into questionnaire which was completed by teachers. It was found out that to meet the needs and philosophies of classroom teachers, certain topics should be included like recent advances in scientific knowledge, relevancy of scientific concepts to the lives of students and effective management of curriculum materials.

The article discusses the open and accountable science education as part of the curriculum development in the U.S. These approaches to science education aimed to further develop the curriculum based on two forces namely openness and accountability. In the open force, it was concern more on ones expression or opinion related to the inhumanity of the conventional classrooms as they are usually in conformation to a certain standards. In the accountable force, it measured the accountability of teaching procedures used in relation to the needs of the students.

The article discusses the proposed future science curricula and teacher training for high schools in the U.S. The second generation of science curricula puts emphasis on the interdisciplinary approach to science teaching, issue-oriented, and stresses attitudes and values. A curriculum-proof teacher and emphasis on both affective and cognitive domain are suggested for the new curricula. Retraining and reorientation in teacher preservice training, and change in the in-service training programs would be an immediate major tasks which should be undertaken to bring about the said change in the curricula.

Business and business/management schools were surveyed to determine the characteristics of management information systems (MIS) curricula. All academic degree levels—Bachelors, Masters, and Doctorate—were investigated. An encouraging 82% response from 260 academic institutions queried lends credibility to findings reported. These survey results should provide insights for the development of new and/or revised MIS curricula. They also indicate opportunities for expanding enrollments. The MIS field, still in its infancy, has not yet stabilized. This is causing difficulties in planning curricula for this newly-evolving discipline. The MIS area within both the academic and business communities is undergoing constant and rapid change due to environmental and technological advancements. In order to insure curriculum relevance and properly trained personnel in this field, these areas must respond to these changes. Suggestions as to where and how this discipline should proceed must be based upon the currently existing situation. [ABSTRACT FROM AUTHOR]

The article presents the formative evaluation in science curriculum development. It offers questions that discuss the soundness of the rationale, goals, objectives of a curricular innovation in science education and the practicability of the proposal. Physical materials being developed and produced are also examined to know if these materials will work with the students. The behaviors of students were observed as they interact with the instructional materials, their teachers and with the classroom environment. It also evaluates the teacher's ease in using the materials in his classroom. Finally, it assesses the marketability of the curriculum developed.

The article discusses the newly developed instructional design, an individualized science instruction by the Intermediate Science Curriculum Study (ISCS). The new instruction method, which is designed primarily for the junior-high school students, was already adopted by thousands of students and was expected to grow in the coming years. According to scientist and experts, the curriculum was innovative and practical in the learning development of students. The individualized science instruction by ISCS, was not anymore new as it has already been developed earlier but was all unsuccessful. A study then was conducted to determine the reason of the failure of the earlier studies on individualized instruction.

The article focuses on the review of the research and evaluation program of the Harvard Project Physics in the U.S. Significantly, many of the national curriculum development projects were supported by the federal government in the 1960's. However, few projects were involved with active programs of research and evaluation since most of the effort were directed toward developmental activities. Furthermore, the initiative was to summarize the major findings of the Harvard Project Physics research and evaluation Finally, the project aims to reduce the communication gap that all too often exists between the researcher and the practitioner.

The article looks into the comparison of the quality and sequence of television and classroom science questions with a proposed strategy of science instruction. The multiple question category has been used as a measurement of the effectiveness of television and non-television science instruction wherein all questions were categorized into a modified Gallagher-Aschner system. Significantly, with a curriculum containing preplanned scripts and Teachers' Manual with suggested activities, teachers utilizing television science instruction asked a higher proportion of convergent questions than teachers not using television instruction. Finally, the differences resulted from the influence of the television science series.

The article presents the study on the unintentional consequences of science teaching. The study is focused on the possibility that variations in the nature and extent to which individual students interact with the teacher produce unintentional consequences is examined. The researchers have implemented a series of tests measuring pupil cognitive, motivational, and personality characteristics. Significantly, canonical analysis was used to determine how such antecedent pupil characteristics and communication pattern variables were related to science achievement.

The article focuses on the analysis of the relationship which exists between cognitive and affective educational objectives. The analytical study was designed to probe the relationship which exists between cognitive and affective educational objectives in the biology. The results of the study support the view that effective affective evaluation is more evasive than effective cognitive evaluation. The three types of educational products described above lack generalizability and other behavioral objectives.

The article assess the inquiry skills and inquisitive abilities of child. Significantly, educational goals can be divided into four areas: knowledge, cognitive skill, attitudes, and psychomotor skills. Furthermore, such outcomes are measured using paper and pencil tests, and consequently only outcomes which can be described as knowledge have been measured. Moreover, test literature is practically void of tests which are not paper and pencil tests, which measure the science processes purportedly developed in children as a result of experiencing the newer science curricula.