Reviews the status of alternative educational programs within the public school system. Discusses: (1) the meaning of alternative education; (2) the planning, implementation and integration of alternatives into the mainstream; (3) the legitimation of alternative teaching and learning styles; and (4) the assessment of the outcomes of nontraditional…

Recommends that individualized instruction be used to teach social studies. Topics discussed include the tradition of individualized instruction, the relationship of individualized instruction to social studies, the advantages of individualized instruction, and new individualized instruction technologies. (DB)

Presents a conceptual framework for a college level geography field course that can help prepare students for nonacademic jobs as geographers while providing them with a broad background in the theories of the discipline's major subfields. (Author/DB)

Suggests ways in which social studies educators can take a more active role in advocating social studies education: involve professionals and the media in a systematic advocacy program, distribute materials produced by the National Council for the Social Studies, develop social studies themes, and present an advocacy position for social studies at…

Based on Max Weber's three ideal types of education (charismatic education, education of the cultivated man, and specialized expert training), the article analyzes interpersonal interaction and students' educational identities in teacher training institutions in Britain. (DB)

Compares the world of learning with the world of the media, with emphasis on the areas of common interest. Discusses areas of potential cooperation, including local audiovisual centers, adaptation of new media to educational content, computer technology, telematics, and accumulation of audiovisual stock on topics pertinent to education. (DB)

Explores the lack of political participation by Canadian university professors in the 1960s and 1970s. The experiences of academics who belonged to the League for Social Reconstruction, the first organization of left- wing intellectuals in Canadian history, are used as the chief means of illustrating and analyzing the state of affairs in Canadian…

The author points out the technical shortcomings inherent in traditional examinations designed to sort students and outlines more useful testing alternatives. He feels that, unfortunately, the Assessment of Performance Unit will opt for the traditional style of testing, in the name of "maintaining standards." (SJL)

The author critiques the objective measurement movement, particularly the Rasch model, as misguided and overly simplistic. (SJL)

Although student evaluations of an experiential learning section versus evaluations of two control sections in an introductory sociology college level course showed no significant difference, subsequent enrollment in departmental courses was greater for students in the experiential section. (DB)

Discusses and identifies reasons for the gap between those who research the curriculum and those who manage the curriculum. Reasons include the decentralized nature of educational decision making, the fact that practitioners are relatively impervious to the influence of contemporary theorists, and the fact that educational decision making is not…

Reports that the intellectual ability of those who intend to teach, as measured by standardized tests, is markedly lower than that of college majors in every other field except ethnic studies. Offers reasons for this state of affairs. Suggests that more care and attention be paid to recruiting and training prospective teachers. For journal…

Discusses a study undertaken to investigate the relationship between social studies teachers' degrees of self-actualization and their teacher effectiveness. Investigates validity of using Maslow's theory of self-actualization as a way of identifying the effective social studies teacher personality. (Author/DB)

Offers relections on the position of Herman Nohl in the field of German pedagogy. Describes Nohl as one of the principal representatives of intellectual pedagogy. Emphasis is placed on the content of the unique aspects of intellectual pedagogy which he represented. (DB)

Texas has goals, guidelines, and policies to help school districts develop citizenship education programs. (Author)