This essay examines: (1) theoretical relations between legal decisions, conceptions of education, and educational policy; (2) the tradition of ignoring legal contexts of education, and how the one conception of education produced by the Supreme Court is garbled and confused; and (3) a new conceptualization designed to link the interests of…

Considers the historical influences which contributed to the development of consumer education, defines consumer education as a body of knowledge on the basis of its literature, examines the rationales that have been offered for consumer education, and reviews the findings on the effectiveness of consumer education programs. (Author/RK)

Provides an excellent assessment of the "state of the art" of multicultural education. Views it as evolving and maturing in three identifiable stages and argues for Stage 111 that requires conceiving it as "process" rather than "product". (Editor/RK)

When presented with abstract notions through the verbal media of books, newspapers, talks, TV and radio, people often produce quite erroneous generalizations. Describes a method of investigating such possible trends among young people and adults and reveals their extent in samples of graduates, undergraduates, adult education students and…

Attempts to suggest some options for a "middle-ground" approach to the accountability debate. Given the constraints that our knowledge of the teaching/learning process is still modest and precludes "hard" generalizations, this research argues for a greater educational and social awareness that will recognize the controllable and non-controllable…

An epistemological interpretation of the Campbell and Fiske model is offered to show its usefulness in validating classroom observation instruments. This interpretation is used to critique a recent validation study and is then applied to the problem of validating the construct "View of Science", using a classroom observation instrument.…

Poland is the backdrop for this discussion of the contemporary theoretical concepts of aesthetic education. Art is seen as the essential element of communicating cultural values, and creating a region of common feelings and experiences. (Author/RK)

The author critically analyzes (AA 529 030) the concept of "social modernization" and its meaning for different societies, particularly, in this research, for the rural people of eastern Kentucky. Discusses the idea of "conscientization" as it relates to social change. (RK)

Offers a rationale for interdisciplinary arts programs and presents examples of aims and outcomes from the Visual Arts Interdisciplinary Concepts Curriculum that the author and fellow teachers in Attleboro, Massachusetts, have been developing and refining for over a decade. (Editor/RK)

Results found that schoolboy understanding had seven foci: evolution as a phenomenon, why evolution occurred, the process of change, adaptation, selection, chance, and inheritance. The concept of adaptation was found to be particularly well established, that of chance least so. Naturalistic and Lamarckian interpretations of evolution were…

This article emphasizes the importance of facilitating the development of a global world view among young children, and suggests ways of inculcating such a perspective at an early age. (CM)

Presents some current concepts on cultural pluralism in American education as viewed from the historical, philosophical and theoretical perspectives, desired outcomes, and conceptual designation. Outlines recommendations for the improvement of teacher education depicting the teacher as the "key" factor in achieving relevant multicultural…

The concept of psychological well-being is introduced, and scales to measure three of its different facets are described and applied to 1655 British respondents. Results from measures of positive and negative affect are compared with North American findings, and hypotheses are broadly confirmed. Two clusters of specific anxiety items are…

The results of a death education course in adjusting students' attitudes toward death and dying are discussed along with several recommendations. (SK)

Describes the use of "ideal-typical-historical" concepts in teaching history. Such concepts are abstract exaggerations which help develop an understanding of reality. Explains how the ideal-typical-historical approach uses a method of comparison to explain unique features of historical events. For journal availability, see SO 506 245. (Author/AV)