Reviews various answers to the question of whether education and politics can be kept separate from each other and concludes that all matters relating to teaching methods and subject matter can be viewed in the context of some political perspective or other. Numerous examples are presented involving political influences on education in various…

Reveals strengths and weaknesses encountered by a psychology teacher involved in the overseas graduate counseling program for Ball State University. Problems included lack of proper teaching and counseling facilities, long teaching hours, and civilian teachers' ignorance of military protocol. Advantages included helping military personnel obtain a…

The success of state assessment programs depends on how well the results are reported to their various audiences. This paper presents 11 guidelines for improving reporting practices, including: plan ahead; develop different reports for different audiences; and field test report formats, language, and content. (BW)

Analyzes the state of contemporary theoretical discussions in sociology. Concludes that most sociologists are oriented to research on basic common problems of sociological theory, the nature of social order, relations between individuals and society, the role of culture in social institutions, social change, and comparative analysis. (DB)

Assesses the discipline of sociology with regard to student needs, student objectives, vocational v career emphases, research needs, and possible instructional improvements. Suggests that instructors of sociology courses for college undergraduates should concentrate on changing employment demands and students' job market needs. Ways of directing…

Maintains that textbooks have not accurately reported the Vietnam War. Findings are based on an analysis of 28 high school texts widely used in social studies and history courses. Shortcomings of the textbooks include bias, omission, dearth of specific information on U. S. involvement, and avoidance of inquiry and analysis. Textbooks are listed at…

An analytical and integrating perspective on much of the classroom environment research conducted in the 1970s is provided. The Classroom Environment Scale is described, and an overview of many studies which have used this and other instruments for various research purposes is presented. (RL)

Discusses problems in creating college-level psychology curricula which satisfy student professional orientations and faculty theoretical/research orientations. Recommends designing a set of core courses which represent both theoretical and methodological perspectives. (DB)

Examines the attitudinal effects of academic and experiential behavioral training among undergraduate psychology students. Findings indicated that students in a class, but not those in a practicum, became more accepting of behavior modification. Method and results are discussed. (DB)

Researchers surveyed British schools in order to determine the uses of the process and content of science in other areas of the curriculum than science. In the majority of schools, however, little science was found in the curriculum outside science subjects themselves. (Author/RE)

A mathematics test, developed by preservice teachers, was given to several samples of students. The results are given and discussed. (MK)

Reviews a community training program for undergraduate students at a small liberal arts college in Alton, Illinois. The program involves students in a community work placement, a community studies course, and work study experience in a small industrial town near the college. (Author/DB)

Examines arguments for teaching statistics to students from the limited perspective of a single discipline such as sociology. Suggests that all students should learn basic statistics from statisticians and then should build on that foundation with additional courses from their chosen discipline. (DB)

Reports on the results of an intensive two-week economics institute conducted at Emory University in 1978 to help high school classroom teachers comply with a mandate that all students must take a course in principles of economics, business, and free enterprise. (DB)

Describes and evaluates a program at Northern Arizona University designed to develop geography courses for adults on the Navajo Reservation. Conclusions are that Navajo adults prefer traditional teaching methods, are most interested in local problems and issues, and have value systems which differ from dominant society. (Author/DB)