The decision about the type of evaluation device to measure students' abilities with business microcomputer applications is dependent upon the purposes of evaluation. A rationale is developed for using performance tests and objective tests. Argues that performance examination is more valid. (JOW)

Describes the basic elements of successful groups and the instructor's role in the group process. Suggests that instructors must understand that process before designing effective projects. (JOW)

Businesses want ethical employees, so students should be taught to recognize a moral issue, think critically though the various alternatives, and decide on the best solutions. (JOW)

Evidence indicates that economics education is inadequate and business education professionals are in a position to address the problem. Infusion of economic education into the business education curriculum is a realistic possibility. Many business educators already incorporate economics into their curriculum. (JOW)

Risk management training cannot prevent hazards, but can help students learn to deal with them more efficiently. A risk-assessment and risk-communication approach to dealing with computer problems can be applied in the business classroom. (JOW)

Describes a project to produce individually prescribed learning modules in computerized office operations developed and field-tested by business education teachers for their classrooms in a graduate program at the University of Delaware; the project integrated the computer as a resource tool and incorporated multimedia materials into modules. ( MF)

The author expresses the concerns of business educators about the image and status of basic business courses, stating that basic business teachers sense the possibility of losing business courses to other content areas but are not working to solve the problem. (MF)

Offers guidelines for the accounting teacher in planning, organizing, and controlling a successful accounting class. Includes suggestions for getting to know the students, establishing a business atmosphere, outlining material by grading periods, simplifying the grading system, student checking of practice sets, and teaching methods of finding and…

A variety of techniques available for individualizing instruction that do not require the complete abandonment of traditional teaching procedures are presented for the business education teacher. (LH)

Sixty-one doctoral dissertations in business education are summarized in terms of purpose, method and sources, and summary of findings. The author, title, and institution where submitted are included. Master's degree theses and projects are listed in bibliographical form by author following the doctoral studies. (AG)

Consumer education's role in business education should attempt to provide students with consumer understandings and skills that will serve them personally both at home and on-the-job. Part of business education classroom activities should then center on consumer rights, needs, and problems. (BP)

Various methods of teaching consumer education in business education courses are enumerated. These include such teaching techniques as simulation and role playing, debating techniques, behavior analysis, continuum, preference testing, small group problem solving, learning packets, and publicizing consumer information. (BP)

Common qualifications for secretarial help are listed along with employers' pet peeves. Business educators must train prospective secretaries in qualities such as helpfulness, willingness to work, and judgment as well as in skills, in order to prepare them more adequately for the job market. (AG)