Describes college physics courses in England, Wales, and Northern Ireland. Presents honors degree courses, entry requirements, course structure, and further information from 93 colleges in the British Isles. (YP)

This paper develops a conceptual basis for a model on the teaching of socio-scientific controversial issues for secondary or high school students. I argue that the teaching of controversial issues needs a stronger theoretical base. Drawing on a liberal democratic conception of possible sources of conflict, three strands are developed that provide…

The progress of the first cohort of an innovatory "flexible" postgraduate initial teacher training programme in the North-West of England was tracked over a two-year period. The programme itself was introduced by the British government at a time of teacher shortage, and was designed to attract people into teaching from other careers. Its…

Outlines reasons for teaching mathematics to geography students in higher education. Considers mathematical requirements, streaming of students, and the type of course structure to be instituted. For journal availability, see SO 506 224. (Author/AV)

Describes the growth of economics content in nonspecialist courses for students who want only the minimum required education. Suggests teaching approaches, student activities, and sources of material. Points out relationships between course content and other disciplines. For journal availability, see SO 506 029. (Author/AV)

The nature and extent of cost containment education in medical schools in England, Scotland, and Wales were surveyed in 1982. The departments and number of formal courses at each medical school that covered cost containment topics were determined, and the data were compared to those of surveys in U.S. medical schools.

Examines ways of developing college students' motivation for mathematical training; describes the type of mathematical knowledge required in the geography discipline; and explores an applied approach to mathematics teaching based on a systems concept. For journal availability, see SO 506 224. (Author/AV)

Criticizes a thematic approach to English instruction advocated by J. R. Osgerby Yin English in a College of Education: A New Approach," The Use of English," vol. 21, no. 4 (Summer 1970), pp. 306-16, 321I on the basis that such an approach leads students away from an experience of the literature itself and into the realms of sociology…

Describes a British college of education's thematic approach to English based on a tutorial unit containing 6-8 students. (DD)

Calls for intellectual training very different from that which produces the traditional British literary intellectual. Asks that higher education produce critical intellectuals of a practical kind. Shows how film study provides practical knowledge with an assessment of the production of knowledge and the realm of thought itself. (PD)

Reports on the findings of a questionnaire developed to determine the extent to which General Certificate of Secondary Education syllabuses affect science curriculum and pedagogic practice in schools in England and Wales. (ZWH)

Noting the successful establishment in England over the past ten years of the concept of advanced business education, the author calls for reexamination of course content and structure to adjust to changing student profiles and the need for staff development programs if innovative interdisciplinary and work experience approaches are to be…

Geomorphology courses in British universities emphasize the main landform/process systems rather than more abstract concepts. Recommends a more theoretical focus on fundamental geomorphic processes and methodological problems. Available from: Faculty of Modern Studies, Oxford Polytechnic, Headington, Oxford OX3 OBP, England. (Author/AV)

A survey was made of all institutions offering inservice diploma courses for specialist teachers of children with special education needs in order to determine areas of special need covered by the courses, qualifications of the teacher educators, and characteristics of the teachers taking the courses. Results are discussed. (Author/MT)

How the comparison of different economic systems came to be included as a part of the Oxford and Cambridge (England) A-level syllabus is reviewed. (Author/RM)