Methods and advantages of audio and audiovisual typewriting instruction, as used by the Shawnee Mission (Kansas) School District, are discussed. (SH)

Suggestions are presented for making training in report and manuscript typing more realistic and transferable to real-world typing tasks. (HD)

The high school level business administration course is discussed, along with relative emphases on elements of management and what instructional methods might be appropriate in secondary schools. (MF)

Word processing is a system of communicating which suggests heavy dependence on the use of transcribing machines rather than manual shorthand. The pros and cons of this system are noted, including suggestions for changes in the business education curriculum relevant to the need for shorthand and/or word processing skill development. (SH)

Describes and recommends to typing teachers the Time and Speed Scoring (TASS) method for testing typewriting production and figuring production rates. This method measures speed and quality as two separate items, because proficiency in production typewriting should reflect the student's skill in typing both accurately and quickly. (MF)

Presents three exercises using business and economic courses which introduce basic production theory to teach about the use of technology. Includes an illustration of production methods and a text passage with corresponding questions. (GEA)

Investigates the cognitive and affective student learning outcomes of 16 semesters of a mastery learning approach in teaching business and distributive education classes. Concludes that mastery learning does produce successful learning experiences for at least 80% of the students. Provides mastery learning teaching strategies. (SRT)

The author discusses how to teach database concepts to business students. He suggests using relevant databases with information related to jobs or student interests, so students can learn to use databases while searching for useful information. Several database topics and sources of data are suggested. (CH)

High technology is transforming the American economy from an industrial to an information base. Outlines ways business educators can incorporate these changes into business curriculum. (MD)

The author argues that the successful completion of one secondary credit of shorthand or business communications instruction should be considered the equivalent of one secondary credit of English study and should thus count as the fulfillment of one credit of the English graduation requirement. (CT)

The third in a series on exemplary programs in business education, this article includes brief descriptions of seven programs in word processing, information management, small business management, and office microcomputer specialist. (JOW)

This third article in a series of six articles on typewriting as a communication skill discusses the following strategies for teaching/learning writing: Group Approach--Related Learning Guides, Reteach, Alternative Learning Materials, Dyad Learning (Peer Tutoring), Tutorcards, Involvement of Others, and Realistic Composition. (HD)

Making a career decision is a process of occupational choice and should be a part of the student's curriculum. The author describes strategies for assisting students in choosing career goals. (HD)

The article is intended to assist business educators in the research and design of an integrated information systems course. (AG)