An analytical and integrating perspective on much of the classroom environment research conducted in the 1970s is provided. The Classroom Environment Scale is described, and an overview of many studies which have used this and other instruments for various research purposes is presented. (RL)

Discusses problems in creating college-level psychology curricula which satisfy student professional orientations and faculty theoretical/research orientations. Recommends designing a set of core courses which represent both theoretical and methodological perspectives. (DB)

Examines the attitudinal effects of academic and experiential behavioral training among undergraduate psychology students. Findings indicated that students in a class, but not those in a practicum, became more accepting of behavior modification. Method and results are discussed. (DB)

Researchers surveyed British schools in order to determine the uses of the process and content of science in other areas of the curriculum than science. In the majority of schools, however, little science was found in the curriculum outside science subjects themselves. (Author/RE)

A mathematics test, developed by preservice teachers, was given to several samples of students. The results are given and discussed. (MK)

Reviews a community training program for undergraduate students at a small liberal arts college in Alton, Illinois. The program involves students in a community work placement, a community studies course, and work study experience in a small industrial town near the college. (Author/DB)

Examines arguments for teaching statistics to students from the limited perspective of a single discipline such as sociology. Suggests that all students should learn basic statistics from statisticians and then should build on that foundation with additional courses from their chosen discipline. (DB)

Reports on the results of an intensive two-week economics institute conducted at Emory University in 1978 to help high school classroom teachers comply with a mandate that all students must take a course in principles of economics, business, and free enterprise. (DB)

Describes and evaluates a program at Northern Arizona University designed to develop geography courses for adults on the Navajo Reservation. Conclusions are that Navajo adults prefer traditional teaching methods, are most interested in local problems and issues, and have value systems which differ from dominant society. (Author/DB)

As presented, goal attainment scaling involves devising a set of goals with involved persons, assigning weights to these goals, developing a set of expected outcomes for each goal, scoring the outcomes, and calculating a summary score of the outcomes across the goals. (Author/DLS)

Suggests that institutions of higher education will meet future educational needs better if they reevaluate such areas as student starting and finishing ages, course length and continuity, curriculum, and the relationship between higher education institutions and the schools. (DB)

Considers the problem of values in economics teaching on the secondary level in areas of content and teaching methods. Concludes that the transmission of values is unavoidable and that economics teachers should devise ways of dealing with values in a constructive manner. (DB)

Examines the relationship between general pedagogical styles, perceptions of classroom situations, and utilization of various teaching techniques. Various teaching styles are defined, discussed, and evaluated. Concludes that the development of alternative mixes of teaching styles should enchance teaching effectiveness. (Author/DB)

Discusses a study to investigate student images of and attitudes toward geography instruction in 15 Nebraska high schools. Statistical analysis of 30 statements relating to geography indicated that the majority of students held positive opinions about the discipline's usefulness and its importance as a high school subject. (Author/DB)

Suggests a socio-psychological approach to the definition and measurement of school organizational climate for change. The measurement instrument, the Organizational Climate for Change Questionnaire, is described. (Author/DB)