A Missouri study of 669 business education teachers (50% response) and a North Carolina study of 82 (59% response) found that block scheduling is viewed positively by most teachers, but it requires changes in planning and use of a wider variety of teaching techniques. (SK)

The theory of time management should be taught in business education classes. Students should be taught to utilize spare moments, stick to deadlines, be given explanations and suggestions for good time usage, and contribute to an enthusiastic classroom atmosphere. (CT)

The place of basic business (the study of the role of business in our private enterprise economy) in the high school curriculum is examined along with discussion of how it might be structured. (JT)

A study investigated the extent to which secondary business teachers in the Southern region (n=156) are aware of and implement the National Standards for Business Education and the value they place on them. Implementation in the region was relatively low, and members of the National Business Education Association were no more likely to use them…

Business educators can use many strategies to create a positive learning environment. Strategies include getting to know students, providing different ways for students to learn, and creating positive interaction with the community and parents. (JOW)

Business teachers who are also Future Business Leaders of America advisors (65 with block scheduling, 19 without) perceive block scheduling differently in their roles as teachers and as advisors. Although they support it as teachers, they have serious reservations as advisors because of its impact on student organizations. (Author/JOW)

Suggestions for getting off on the "right foot" in teaching high school accounting. (HD)

Discusses the importance of teaching economic literacy in business education classes and the responsibility of business education teachers to attract students to their classes by promoting the educational aspects and vocational benefits to students and parents. (JOW)

Business education departments in many school systems possess the potential to be productive forces for promoting favorable public images by working with community agencies. (JOW)

Excerpts from a speech by the Chairman of the Board of Wells Fargo Bank addressed to the National Business Education Association (NBEA), San Francisco, California, April, 1976. (HD)

The author defines mainstreaming and discusses how business education teachers and special needs instructors can work as a team on instructional and materials adaptation to meet the special needs of students. (CH)

Excerpts from keynote speech by California State Superintendent of Public Instruction addressed to the National Business Education Association (NBEA), San Francisco, California, April, 1976. (HD)

The author suggests that teachers of basic business and economics need to be involved in introducing current social and political issues in the classroom. If teachers encourage students to critically examine issues it should improve students' decision making skills and make classes more exciting and challenging. (HD)

There is a need to provide business education students with decision-making and problem-solving skills, knowledge of economics, understanding of the individual's role in the workplace, human relations skills, and understanding of the computer's role in our lives. (CT)