Teaching and learning can take place only when teacher and pupil understand and share beliefs in the basic concepts of what is being communicated. (JD)

The author discusses the processes by which children learn to read and how the natural sequence of learning may be used to improve reading instruction. (JD)

This critique of the arts in general education considers this movement in terms of literature or "arts in education writings". The concern here is with the professional educator who must come to terms with this literature and form an estimate of the powerful influences behind it. (Author/RK)

Rather than being concerned with "why" Humanistic Education can be, the focus here is on "what" Humanistic Education can be, and, equally important, "who" may be involved in such an approach. Outlines the characteristics of the Humanistic Educator and his role in the context of current educational practice. (Author/RK)

A discussion about the difficulties involved in Gagne's theory on learning reveals that its problems are its reductionism, its simplistic handling of concepts, and its inability to cope with more than one kind of learning simultaneously. (Author/ND)

Addresses "an unabridged gap within the women's movement between an awareness of the role of ideology in visual respresentations of women in our oppression and the level of critical and theoretical analysis developed by a small number of largely professionally involved women". (Author)

Discussed are some potential applications of the pathsounder, laser cane, and sonicguide as aids to concept development in blind children. (Author/IM)

Excerpts from observational diaries kept by education students acting as anthropologists studying the conceptual tools of young children at home and in school. Notes describe children's rules for activities and games; individual projects; and reactions to social studies concepts presented from an "adultcentric" point of view. (AV)

Suggests that the teacher's professional responsibility is both a moral and social concept but that it has been little examined. States that the concept has suffered from too narrow an interpretation under role theories. One source of philosophical ideas (from Richard Niebuhr) for re-interpreting and broadening the concept of responsibility is…

Explains the use of graphic representations of abstract concepts in teaching college level sociology students about data analysis and research design. (Author/DB)

Experimenter's sex appears to be an important factor in conservation assessment at the first-grade level. (RL)

Proposes explanations and further research considerations for the apparent psychological equivalence of the terms "complexity" and "novelty" as they refer to information theory, stimulus generalization, and subject expectancy effects. (RL)

Discusses concept development in arithmetic, classificatory logic, and space and geometry and assesses the Weikart Cognitively Oriented Curriculum and the Nuffield science and mathematics series. (SB)

Questions Piagetian theory that dismisses the idea of accelerating cognitive development through classroom activities. (CP)

To study the effects of planned seriation experiences on the acquisition and retention of seriation abilities of four-year-old children, fifty children from four preschool centers were assigned to control and experimental groups and tested before and after exposure to the experiences. Data analysis indicated that the experimental group had higher…