Discusses weakness in 11 introductory psychology textbooks in distinguishing between the terms proactive behavior and negative transfer. Negative transfer relates to a detrimental effect of prior experience on the learning of a new task, whereas proactive interference concerns a detrimental affect of prior interference on the recall of a second…

An argument is presented that the terms used by movement educators have dissolved into cliches and myths because professionals in their field have failed to explain consistently the principles and goals of their programs. Specific problems are discussed and a plea is made for future dialog. (PP)

A content analysis of (N=116) marriage and family texts showed that only one-third devoted at least a sentence or two to death in the family, with widowhood being the most frequently discussed topic. Suggests death, unlike divorce, does not seem to be defined as a crisis by family sociologists. (Author/RC)

Expresses the need for mass media education as a component of the elementary and secondary school curriculum. Students should understand the basic processes and characteristics of mass media, its power to affect individual attitudes and public opinion, and that consumer action is necessary to improve the quality of mass media products. (KC)

Results of a study to determine adolescents' feelings of political alienation are reported. The study measures: powerlessness, discontentment, cynicism, detachment, hopelessness, elitism, and democratic deficiency. Results of the random sample of 269 high school students indicate high levels of alienation. (KC)

The author critically reviews the research done in science education, and suggests there needs to be better quality control of research, and that such research should be conducted by educationists interested in science rather than by scientists interested in education. (KC)

Proposes that each elementary and secondary student, by 1990, should be offered an average of 30 minutes per day at a computer terminal. Examines the costs of this proposal and the barriers to its implementation. (Author/RW)

Responds to five objections concerning the study of philosophy by high school students. Notes how philosophy instruction can develop students' critical thinking skills. (RL)

Two college English teachers disagree on the importance of teaching critical television viewing skills and of using the content of television programs as subject matter for English classes. (RL)

Presents a rationale for combining content mastery with skill development in social studies. Also provides tips to social studies classroom teachers on planning more systematically, selecting materials for skill development using specific content, stimulating a sense of intellectual achievement, and planning pupil activities which allow students…

Suggests a practical strategy for teachers to use in high school social studies courses to involve their students with quantitative data and to counter students' commonly held fear of statistics. (Author/DB)

Enumerates reasons why social studies skills are essential and provides evidence to show that these skills are not currently being properly taught in most social studies classrooms. Explains how current events can be used to exemplify map and globe skills and can involve students in using newspapers, listening and reading skills, recognizing bias,…

Suggests some do's and don'ts which social studies classroom teachers should consider before launching an energy teaching effort. Pointers include avoid teaching answers, look at the long term trends, beware of simple solutions, direct students' attention to the positive as well as negative aspects of transitions to a simpler lifestyle, and…

Reviews arguments presented since the 18th century for providing school girls with a special form of physical education. Topics discussed include arguments for and against sports and physical education for women, educational objectives, differences in physical education needs of males and females, and goals of physical education. (DB)

A survey was undertaken to ascertain postgraduate career activity of psychology majors who graduated from college between 1973 and 1978. Findings indicated that students encountered a wide choice of jobs after graduation, that they were generally satisfied with the psychology major program, and that they expressed the greatest need for coursework…