Describes a high school art lesson in a studio art course where students created a landscape collage using mixed media. Discusses how the students created their collages explaining that carpet samples are used as the surface material. (CMK)

Notes that at the school level and in the classroom, English educators can lead the way in open discussion, particularly discussion about books such as the Harry Potter series. Offers a seven-step framework as a way to begin an open discussion. Concludes that the framework acknowledges those concerns and provides a voice for them while also…

Three historians have recently questioned the moral and social significance of Holocaust education. However, it is unrealistic to demand that education result in complete cessation of atrocities. Holocaust education has lessons to impart in the areas of commemoration, antiracism, moral development, and socialization. (Contains 37 references.) (SK)

Describes an undergraduate methods course for English Education majors called "Language Instruction in the Secondary Classroom." Details how the author used questioning strategies to encourage diversity in the ways students think about, question, and probe the subject matter of the course, and placed much responsibility for determining…

Considers the relationship between business studies and economics. States that economics is the foundation for business studies and that the abstract theories of economics have a place in the business studies syllabus. Provides an outline for a business studies syllabus. (GG)

Includes an excerpt from "Tail Tigerswallow and the Great Tobacco War." Suggests using a similar story to design a social studies lesson to help students ask relevant social issue questions. Employs role playing, simulation, debate, and writing letters to editors in the lesson plans. (NL)

Questions whether a radical shift in the factual content of American schools' curricula has ever occurred. Reviews a representative high school social studies textbook, finding that it contains more historical terms than does Hirsch's famous list. (NH)

Recommends a revision of the traditional method for teaching history, so that students view facts as the starting point, from which they learn to classify, examine, and evaluate historical events. Suggests activities and projects for implementation of this teaching method. (LS)

Reacts to criticisms of the mainstream approach to economics. Claims alternative approaches produce no workable analytic mechanisms. Emphasizes that there is no magic formula for teaching economics. Advocates offering teachers a choice of curricula and allowing adaptation and individualization of material. Points out types of core material to be…

Explores the relationship between high school psychology and natural science classes and student performance in introductory college psychology classes. Finds that at the secondary level a strong background in natural science rather than in psychology is associated with higher grades in college psychology courses. Attributes this finding to the…

Provides information about the current state of examinations equivalent to A-level in France and Germany. This article is the second in a series offering a comparative view of assessment patterns so as to inform the debate about the future development of A-level. The article covers years 11, 12 and 13 of the German School System. (five references)…

Responses from 156 of 430 trade/industrial teachers, of whom 123 were secondary, indicated they perceived affective competencies to be a more important outcome of technology education than cognitive or psychomotor; ability to measure and use hand tools/equipment was more important than using high-tech machines. (SK)

Twenty-eight regular and special education teachers surveyed indicated that they would like to teach more social skills but were constrained by limited resources and training. Teachers preferred proactive approaches over reactive responses and were about evenly split between wanting to conduct social skills instruction as a discrete content area…

Considers Mark Twain's novel "Huckleberry Finn" as an object of literary instruction, especially its racist overtones. Argues that Twain's depiction of the runaway slave Jim is positive. Shows how Twain's novel might be used from a multiethnic approach. (HB)

Argues that rationales for citizenship education in a democracy and findings from empirical research provide persuasive reasons for putting controversial issues at the center of economic education. Summarizes research findings on the development of political interest and efficacy in students. Offers suggestions on how to handle controversial…