Discusses Colchester (England) Sixth Form College's residential fieldwork program, in which students observe a business first hand. Argues that the students (1) learn the relevance of their coursework; (2) develop new ideas; (3) experience business and economic principle applications; and (4) practice data collection and analysis. Suggests that…

Trends in postsecondary business education in Poland are examined, drawing on results of recent surveys. Topics addressed include the design and evaluation of programs at different levels, influences of Western programs and pedagogy, demand for business education, and implications for further development of the system. (MSE)

This monograph provides a framework or foundation for business teacher education. Chapter 1 is an overview and historical perspective of business education that traces the roots of the profession and significant milestones on the path leading to business education today. Chapter 2 discusses administration of business education, including a variety…

The Practicum consists of six projects involving students in a number of secretarial activities that promote the ability to work independently and excercise judgements in decision making. (Author/BP)

This curriculum guide is designed for teachers of marketing education to provide junior and senior students with information and procedures useful in beginning small businesses (entrepreneurship). The guide contains basic information and activities that can be used by the teacher to teach a 2- to 3-week unit. The length of the unit will be…

This guideline is intended as a resource for instructors who are teaching an office procedures course. This course offers closure for all students completing a scope and sequence in the business education program--accounting, secretarial, office services, and related areas. The stated purpose of the course is to prepare a secondary learner for…

If a partnership between business education and career education is to be successful, teachers, staff, and community may need some retraining. Students will benefit from an educational program that makes them aware of life roles and provides the skills necessary to fill those roles. (Author/BP)

Describes equipment and visuals developed for use in a high school business classroom: flannel, felt, and magnetic boards; "hook 'n' loop" board; pegboard and electric educational board; typewriter book holder; window shade visuals; flip charts; advertising display pieces; diorama; typewriter keyboard; and strip brochure. (MF)

The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)

One way for business students to improve their job interview skills is to help them become more aware of how others view them. The authors present a self-rating sheet with a list of behaviors for the student to rate himself on and also to have a friend and someone in authority rate him. Guidelines for the teacher, in-class exercises, and followup…

Describes an assignment for students in content-based classes for English as a second language in which they read, listen, discuss, and write about a current topic in the business world. (DF)

To properly teach the use of computers, school must be equipped with laboratories that provide students with their own interactive computer or terminal--but that takes money. A business department chairman of a Southern California high school describes how he obtained a $40,000 federal grant to develop a 20-workstation laboratory. (JN)

Argues that college business instructors should understand the history and potential value of microcomputers, familiarize themselves with software used in business, and keep source materials on the latest methods available. Stresses the necessity of hands-on computer experience for students in the business curriculum. (DMM)

There may be an emerging need to develop a coherent and cohesive pedagogical structure for teaching methods. This article describes one such structure which communication teachers in business-based departments of instruction may find useful. (CT)

Addresses specific mainstreaming methods for each category of disability, including issues of instruction, accessibility, attitudes, and support services. (SK)