A Northern Kentucky University professor questions the relevance and effectiveness of a required fundamentals of secondary education methods course, and discusses his counteroffensive, which combines lecture, field experience, and post-experience reflection on methods to meet state certification standards. (CB)

Youngstown State University offers a "Principles of High School Teaching" course to present prospective secondary school teachers with knowledge and opportunity to examine critically various facets of high school teaching in order to reconceptualize both schooling and teacher's role, focusing on developing understanding of intellectual liberation…

The article describes an educational foundations course which invites a critical awareness of the degree to which the subject of education is more or less continually in the making, reconstituted again and again through the work of contradictory stories and images. Such "troping" permits joint participation in remaking the subject. (CB)

A professor of education recounts the influence of Hilda Taba, an expert in curriculum development, on his and others' thinking about teaching, focusing on the development of non-didactic, inductively oriented curricula and teaching guides. (CB)

Graduate programs for preparing curriculum scholars must address: the intellectual and social history of American education; major curriculum theories and concepts; curriculum and classroom analysis techniques; research skills; and ways to maintain an open mind. (CB)

A 20-week seminar for preservice teachers sought to help each student develop his individual educative and inquiry process of professional development. Students reacted positively to the seminar's focus on students' initiation of their own learning. (CB)

The University of South Carolina's College of Education offers a "Microcomputers and the Curriculum" course which critically examines issues relating to classroom use of the microcomputer, including current curriculum efforts, appropriate uses of microcomputers, and the effect of social and ideological influences on the use of microcomputers in…

A University of Georgia professor of children's literature describes course objectives, content and methodology. Emphasis is on student reflection on personal and societal biases and misconceptions about children's literature, as well as values and political issues that impact on book selection. Children's books from the course reading list are…

A teacher educator discusses activities which are included in her language arts methods course. Content and process in language arts teaching are explored within a classroom context that encourages reflection, collegial discussion, and scholarly analysis. (IAH)

Judd's studies on generalization in student learning, commitment to an empirical knowledge base for teaching and learning, influence on educational and public policy, and his redoubtable teaching style are among the topics covered in this reminiscence by one of Judd's former doctoral students at University of Chicago (1926-27). (IAH)

Course objectives and content are described for a seminar for nontraditional adult students enrolled in an evening secondary education program at Roosevelt University (IL). The final requirement before student teaching, the seminar emphasizes learning "how" to teach and informal reasoning (involving dialectical reasoning and good judgment). (IAH)

An elementary education natural and social science curriculum course at the University of Oregon features practicum experiences in curricular autonomy and collegial decision making; activities frequently unavailable to preservice teachers. Included are a discussion of current issues and curriculum concepts, and examples of assignments and student…

A 15 year veteran teacher discusses objectives, content, activities, and structure of her educational sociology course. Included are results from a 1983 survey of educators in the field which provides data on teachers, students, teaching methods and subject matter. (IAH)

This article describes the subject matter and evaluation procedures of a philosophy of education course required of elementary education students at University of Delaware. Students are encouraged to reflect on and articulate their own philosophies of education as well as identify the philosophical context of professional issues they may…

Aspects of the educational psychology component of undergraduate and graduate teacher education at University of Wisconsin (Oshkosh) are discussed. Goals, content, resources, methods and evaluation procedures are outlined. (IAH)