Describes a method of teaching large sections of college introductory anthropology by members of the anthropology faculty giving their best lectures. Presents details of how such a course was initiated, operated, and evaluated at the University of Pittsburgh. (KH)

Curriculum innovation in Kansas high school social studies departments replaces the traditional history courses with mini-courses which provide more varied elective experiences for students. This approach to individualization is suggested as a viable organizational innovation with important future educational implications. (SM)

Foundational studies should be focused on the critical, comparative and comprehensive evaluation of socio-educational systems, educational theories and educational policies. (Author)

Maintains the concept of diffraction becomes difficult to understand if the terminology remains inconsistent in its present form. Two terms, diffraction and interference, are used for the same phenomenon in different situations. Mathematical treatment is presented to understand these concepts clearly. (PS)

Scholars in the foundations of education are still re-examining the state of their field. (CK)

The purpose of the study was not to determine what should or should not be pursued in the introductory class, but rather to determine if patterns of sequencing individual topics have developed and the emphasis given to those topics. (Author)

A plea for meticulous planning in establishing an office training course. (Editor)

Presents a model of an integrated psychology course for teacher education programs that combines cognitive, behavioral, and affective components. Follow-up indicated that students taking the course developed more confidence in their teaching role, greater understanding of psychological concepts, and had high levels of class participation. (CS)

Discusses ways to organize a course in classical mythology. Presents classroom exercises including matching and word games, as well as extension exercises. Concludes with a list of sources on mythology. (HTH)

Examines the four steps a technical writing teacher should follow in organizing the technical writing course and in allowing for adjustments during the course. (RL)

Describes an instructional development project in higher education, including the problem addressed, the parameters of the solution, the development process used, the costs involved, and the results of the project. (Author/JEG)