Two articles address the need for training in management skills as part of the management curriculum and provide a model for teaching management skills based on social learning theory. The approach is characterized as an integration of previously-used management teaching approaches. Identification of critical management skills and issues in…

A study of preschoolers confirmed findings that toy choices reflect the sex typing of social behavior. Although toy choice was not related to all behaviors idenitifed in earlier studies as sex-typed, those for which there were clear gender differences in this study (socializing with peers and spontaneous prosocial behavior) were related to…

The development of stimulus materials and scoring procedures to measure an individual's ability to recognize the ethical issues often hidden within the dentist's professional problems is discussed, and the resulting test and its application to the teaching of ethics and professional socialization are examined. (MSE)

Indicates that bibliotherapy can be combined with puppetry techniques to help children resolve developmental problems. Suggests that additional benefits may include appreciation for children's literature as well as increased knowledge of story structures, enhanced language fluency, and increased vocabulary. (Author/KS)

Compares aspects of the work and private lives of 43 French and 20 Canadian managerial women with careers in essentially male occupations. Issues of socialization, coordination of work and family life, sponsorship in the workplace, sex ratios and division of labor, and equal opportunities are examined. (SK)

Sociolinguistic skills needed by hearing impaired children are analyzed, and socialization approaches undertaken by parents through presuppositions, stylistic variations, and pragmatics are reviewed. The importance of curricula in which students learn to respond to changing context is emphasized, and teaching strategies that provide models in…

The article reviews the literature on three major social learning constructs advanced to explain the etiology of reactive depression in children and adolescents: learned helplessness, social skill deficits, and coercive reinforcement patterns. Implications for classroom management are noted. (CL)

Students learn much that is not publicly set forth in official school philosophy or in course syllabi. This learning, which includes information, beliefs, and ways of behaving, can be attributed to the implicit curricula of schooling. Discussed are the messages imparted by the classroom and school environment. (RM)

Examined are the moral consequences of training methods on hairdressers, caterers, and secretaries. It is argued that there is a real possibility that persons can and do become embedded in a social situation to the detriment of their being able to conceptualize ready alternatives to their current social outlook. (RM)

This article explores why women may choose not to seek educational administrative positions or why they are not chosen if they do seek them. Discussed are (1) women's qualifications for leadership; (2) models of socialization; (3) career socialization; and (4) limited opportunities for women. (JMK)

Hypothesized that there would be no significant sex differences in the performance of conservation tasks on substance or volume, among 247 Ibo-speaking Nigerian children. Attributed confirmation of the hypothesis to social change and greater sexual equality in this developing society. (GC)

Concludes that fifth-, seventh-, ninth-, and eleventh-grade students learned more and understood more from television newscasts that used film. Finds also that even young children understand the structure of newscasts. (FL)

The capacity of high technology to expand the limited capabilities of young disabled children is discussed. The role of technology in cognitive development, communication, self-help, and socialization skills is discussed. The appropriate goals for utilizing technology in early childhood special education, and steps for implementing those goals,…

In "Curriculum Inquiry" (Sum 1983), Egan argued that social studies should be allowed to die. To support his view he argued that social studies is based on incorrect theories of child learning and aims to socialize and that the idea of social studies is confusing. This article critiques these arguments. (RM)

In this ongoing debate, Egan still maintains that because social studies is based on incorrect theories of child learning and aims to socialize and because the idea of social studies is confusing, the discipline should be allowed to die. (RM)