Cognitive and affective differences were examined for 20 classrooms of eleventh grade students exposed to either a mini or traditional social studies curriculum. Findings are discussed in the context of curricular innovations. (Editor/RK)

A conceptual model for the meaningfulness and value of a course of study as judged by students in higher education is developed. It suggests that in a course, perceived meaningfulness and value are related to the perceived learnings in the cognitive-subject matter, affective-personal, and behavioral domains. (Author/LBH)

This study evaluates the results of innovation in teaching methodology in an American government college course. The assumption of the study was that organizing a course into modules which required students to be tested for proficiency after each module was presented would maximize student factual knowledge gain and would result in improved…

This document, the first volume of the summative evaluation of "Man: A Course of Study" (MACOS), focuses on motivation and achievement of students using the MACOS curriculum. The major purpose of the two-year study was to compare MACOS as it was taught in 57 fifth and sixth grade classes in 15 school districts with other social studies…