Summarizes studies of strategies used in silent reading and in locating information in books, noting that the findings provide information relevant to the teaching of silent reading. Points out that more work is needed both in the observation of reading strategies and in the discovery of effective means of teaching these strategies. (GT)

Contends that students are not only passive respondents to external forces which determine school crime; rather, student social structures and subcultures are potential forces influencing school crime and the larger criminal and noncriminal communities. Preliminary data related to this thesis are reported. (RMH)

Presents information about the organization and the participants at the Symposium on World Trends in Science Education held in Halifax, Canada in August of 1979. Presents a brief description of the papers presented and lists the views that the discussion participants considered to be problem areas. (GS)

This article reviews the major principles of Piaget's stage theory of cognitive development (equilibrium, structure, and scheme); outlines his two stages that best characterize elementary children (preoperational thought and concrete operations); and describes features of the child's artistic growth during these two stages. Questions needing…

Given the number and variety of components underlying performance in two clusters of tests, i.e., embedded-figures and adjustment tests, an understanding of the high-order construct field dependence and of its relationship to other cognitive, personality, and performance dimensions requires the execution of comprehensive studies. (Author)

Argues that federal activity in key areas can help ensure the successful application of microcomputers and videodiscs to science education. A bibliography is included.

Discusses three areas within the social studies upon which additional research is needed: 1) the history of social studies, 2) examining the relationship of 'pupiling' to teaching, and 3) individualized curriculum materials. (DB)

Describes the type of research which is needed to shed light on decision making and political participation within a social studies research context. Topics discussed include data collecting techniques, objectives, research on political socialization since 1959, and a theoretical framework. (DB)

The lack of an adequate research base for social studies is documented and discussed. The various kinds of research that would be useful are described. Effective dissemination that influences teaching and learning is viewed as essential and several positive recommendations are made. (JMF)

The relationship of pure and applied research to the practitioner in the area of recreation, park, and leisure services is outlined, including various approaches to research and their value. (JMF)

Briefly reviews some of the major theories about the conceptualization of the research policy interplay and identifies assumptions on which existing research is based. Introduces an original theory which assumes the concepts, ideas, and knowledge have no meaning independent of their use and the task of inquiry is to identify and criticize the…

Reviews arguments often advanced in favor of practitioner-done research (often called action research), identifies basic objectives of action research by teachers, and calls for a rethinking of the relationship of teachers to research and curriculum development. (Author/DB)

Important past research on the state role, particularly that of state education agencies, in making and implementing educational policy is reviewed and assessed. Gaps in research and current issues are identified, and suggestions are offered for the future. (RL)

The author examines the scope, content, and character of research in art education, and its bearing on practice. Rejecting the "consumer" idea that research will identify the most efficient teaching technique, she likens teaching to medicine as an art, in which research provides a background for professional judgment. (SJL)

Economics can help formulate clear and answerable questions for assessing educational performance and the use of resources, but the economist can also identify wider issues of power and control. The British educational system is a producer-dominated system with great monopoly power, limited by resources; its implications are noted. (Author/MSE)