Stresses the need for an adequate sociology of the school, reviews literature on the study of schools as organizations, and hypothesizes why organizational analysis has not been applied more often to schools. (Author/DB)

Reviews resources made available from 1975-79 in various areas of teaching sociology (courses, instructional approaches, and curricula). Also provides a brief historical context for that work, a directory of resources on teaching sociology, and suggestions to people using or developing such resources. (Author/DB)

Definitions of "policies" and "educational policy" are given; the position is taken that some forms of educational arguments can be rationally decisive in adopting and implementing educational policies; and the use of learning opportunity arguments for this purpose is discussed. (JMF)

Reviews existing research on the appropriate specification and estimation of models of cognitive achievement, offers an original two-equation model of cognitive achievement for individual students, and explores the relationship between instructional quality, teacher's salaries, and academic achievement. (Author/DB)

Evaluates ways in which educational legislation has altered the earlier autonomous administration and operation of colleges and universities. Case studies and implications are discussed. (DB)

Reviews attempts to modernize the Swedish school system from 1950 to 1980, evaluates changes which have been implemented, and explains why fewer changes have been effected than had been hoped for. Topics discussed include effective organizational changes, strategies for social change, organizational development, school research, and prerequisites…

Program evaluation specialists at the University of Wisconsin-Extension studied the impact of continuing education efforts in a single county over a decade. They then assessed the impact of the findings. (CT)

A new methodology was used to measure the impact of a simulation workshop on job behaviors of adult education administrators who demonstrated significant changes 10 months after their inservice experience. (CT)

Discusses the role of industrial arts in relation to the history of the United States, history of education in general, and importance of industrial arts in everyday life. Proposes a continual evaluation of education, appreciation of industrial arts' role in society, and that schools provide a broad educational program. (CT)

The last 25 years of education policy research in the areas of finance, economics, and law were appraised. Effectiveness was assessed in terms of research contributions to progress on three public policy value dimensions: equality, efficiency, and liberty. (Author/RL)

Proposes a teaching/learning strategy for college level sociology courses on problem solving. The method involves directing students to assess the logical adequacy of statements selected from common sense, journalism, and sociology. Evaluation of a course based on this method indicates that it can help students develop rational thinking skills.…

Suggests that cost-benefit analysis of economic education can be valid if objectives are separated from standards of performance and if the analysis is made in terms of feasible alternatives. Content of economic education is discussed in terms of Richard McKenzie's article "Where is the Economics in Economic Education?" (JEE Fall 1977). (Author/DB)

Critiques a recent article in the J. Econ. Ed. by Richard B. McKenzie (Fall, 1977) which suggested that basic economic understanding is essential to good citizenship. (DB)

Recounts various answers offered to the question of why the study of history is or is not a valid undertaking, offers reasons why historians must make their research more useful, and suggests that learning will come to an end when historians no longer believe in their own worth and no longer strive for high professional standards. (DB)

Reviews various legal decisions regarding teachers' rights to freedom of expression as guaranteed in the First Amendment. Findings indicate that, although courts continue to hold that the educational process may be jeopardized by some kinds of speech by teachers, they seem to be giving more weight to teachers' rights to speak out. (DB)