Compares direct and indirect writing assessment strategies and contrasts them in terms of the relationship each has to specific classroom decision-making situations, the components of writing assessed, practical testing matters, characteristics of test exercises, test scoring procedures, and procedures for determining test quality. (HOD)

Assesses cultural transmissions in contemporary classroom practices and in curriculum development, with emphasis on potential social and ideological contributions of everyday school experiences. Also relates educational principles and practices to the development of students' values and beliefs. (Author/DB)

Describes some of the theoretical approaches of political education that have been developed in Dutch high school-level citizenship education programs. Dutch political education has focused on conflict resolution, citizenship and moral approaches, critical approaches, Marxist ideas, sociological and/or political science approaches, and social…

States that more use should be made of simulation games in elementary school social studies classrooms because pupils enjoy games and can learn a lot from playing them. Describes a simulation game which is modeled on the function of a zoning board. Objectives and evaluation are discussed. (DB)

This article describes how one commercially available system, the Classroom Teacher Support System (CTSS), has been adapted to an individualized nursing program for computer assisted testing. (RAO)

Discusses biology education and the back-to-basics movement. Includes discussions on the improvement of test scores, the need for objectives, and solutions to the current back-to-basics dilemma. (MA)

Discusses research to determine whether student competency and attitudes toward business would improve after participation in a consumer education course. Findings indicated that students who took the course did improve in these areas. Journal available from American Council on Consumer Interests, 162 Stanley Hall, University of Missouri,…

Suggests that one way social studies classroom teachers can make students more interested in doing reports is to clearly explain what writing the report is supposed to accomplish. Report activities will improve students' ability to learn a process, perfect a particular skill, and/or present a highly polished product. (DB)

Presents examples from student logs to show how students express their thoughts in writing. Suggests that teachers combine student logs and classroom discussion as a means of gauging students' growth and awareness of subject matter. Examples are from a community service course and describe experiences in a nursing home and at a school for retarded…

Compares traditional and recent tests used to measure economic literacy at the secondary school level. Suggests that the new Test of Economic Literacy provides a badly needed replacement for previous tests such as the TEL and relates how the Developmental Economic Education Program (DEEP) affects academic achievement in economics. (Author/DB)

Reviews educational trends in the United States during the 1970s and 1980s in schooling for children with handicaps, including learning disabled, mentally retarded, hard of hearing, deaf, partially sighted and blind, speech impaired, emotionally disturbed, crippled, and children with heart and respiratory disorders. (DB)

Results indicated that the average reading comprehension score of children whose parents immigrated from developing countries is above the range of the national averages of the developing countries. The level achieved by both groups is within the range of achievement attained in developed countries internationally. (Author/RL)

Explains how a philosophy entitled "the reciprocity of education" can help create a new concept of family. The concept centers around an educational system which is characterized by willingness on the part of the older generation to listen to and learn from youth as well as to teach youth. (DB)

Suggests five basic questions that social studies classroom teachers can use to help students understand the concept of change. Questions are, "Is something different?"; "What is changing?"; "What caused the change?"; "How much do we pay for this change?"; and "Is the change worth what it costs?" Activities based on these questions are suggested.…

Suggests that many of the allegations made by futurists are too casually affirmed and should be subjected to additional research. Alludes to numerous historical and research studies to reinforce this contention. Focuses particularly on futurists' concern with schools, the economy, society, and capitalism. (DB)