The basic steps of content analysis are: (1) selecting the questions to be asked about course objectives, (2) developing the categories under each question, (3) designing a tabulation card for each objective, (4) coding the objectives, and (5) tabulation of responses. (MW)

A STUDY OF ECONOMICS INSTRUCTION IN CALIFORNIA PUBLIC AND PRIVATE JUNIOR COLLEGES WAS ACCOMPLISHED THROUGH REVIEW OF CATALOGS, COURSE OUTLINES, AND OTHER MATERIALS SUPPLIED BY THE COLLEGES, AND THROUGH VISITATION AND TEST ADMINISTRATION AT SELECTED COLLEGES. ALTHOUGH 78 OF THE 80 INSTITUTIONS OFFERED A 1-YEAR PRINCIPLES COURSE AND APPROXIMATELY…

A first-approximation response to the question "What scope is apt for a primary school communication skills program?" is provided. It is suggested that this question should be answered within the framework of a response to a second question, "Where is the template for the primary-level educational operation occurring at future time…

A course which teaches the student to plan an independent reading or research project is presented. The object of the course is to teach the student to demonstrate his knowledge by a written, oral, or media presentation or a combination of a written, oral, and/or media presentation. The course centers on research techniques and student procedures.…

A course designed to groom editors for the newspaper is presented. Editing copy, copyreading and proofreading, principles of headlining, responsibility of the press, libel and slander laws, and problems of censorship are covered. Course objectives include the following: (1) The student will recognize and correct all newspaper items that do not…

Offers a rationale for creating a basic course in intrapersonal communication and provides a general description of such a course instituted at the University of Denver. (MH)

The syllabus for "Contemporary Native Peoples of the Americas," a new course at Washington State University, presenting a cultural perspective on modern indigenous communities in South, Central, and North America is outlined. Information is given on required texts, grade system, tests, research papers, study groups, areas of…

Discusses the content of the 'A' level (first year of college) economics course. Concludes that instructors must resist teaching more theory than students can absorb. Contends that greater depth on certain topics may be necessary, requiring other content to be shifted to later courses in the economics degree. (JDH)

The author has succeeded in holding students' interest in poetry by comparing and contrasting traditional poets with familiar modern, even pop'' poets. (PG)

A modular'' course is composed of bits of self-consistent knowledge,'' which can be put together in a predefined pattern to attain the desired objective; author gives a theory of modular course construction. (Author/SP)