Poses eight hypotheses developed from educational change literature to explain why schools abandon innovative practices and materials in the social studies. Some explanations are that the innovation's major advocate is no longer present and that teachers had unrealistic expectations about how an innovation would perform. (Author/DB)

Introduces findings from an investigation of political education in schools and colleges in the United Kingdom. It focuses on describing and analyzing political learning processes, political socialization, political learning experiences in the classroom, and problems which beset political education programs. (DB)

Knowledge and attitudes of technical college students were compared after exposing them to drug education programs in three formats: lecture, mixed media, and an agency film program. Results of a questionnaire show format has little effect on knowledge or attitude. Recommendations are made for future drug information programs. (BEF)

Results of interviews indicate that government mandates have required administrators to gather data greater in scope and depth than previously required. But these data and the information they provide cannot be used because other circumstances such as declining enrollment and scarcity of resources have undercut the administrator's authority.…

Describes the Council on Postsecondary Accreditation/Kellogg Project, whose purposes were to identify the essential elements of non-traditional study programs; to develop a classification, guidelines, and evaluation procedures for such programs; and to propose a policy for more uniform approaches by accreditation commissions. Outlines project…

Explains how the study of educational philosophy is relevant to prospective teachers, in spite of the fact that courses in educational history, philosophy, and the foundations of education have been diminishing in importance in recent years in the teacher education curriculum. Journal availability: see SO 507 421. (DB)

The adoption of a criterion-referenced assessment system and the resulting disadvantages of this form of evaluation for the college general education program are discussed, including problems in identifying assessment validation procedures. (RAO)

Follows curriculum development in the United States over a 70 year period. Special emphasis is placed on special curriculum committees of the National Education Association (NEA), the emergence of the curriculum field, and reform through specialization and standardization. (Author/DB)

Reports on a factor-analytic enquiry into the structure of an "authoritarianism" scale for middle childhood. The scale was developed to assess the social attitudes of primary school children in Sydney, Australia. (CM)

Maintains that many high school courses in American history emphasize violence and aggression. Presents and discusses data regarding events and issues which 442 male and female high school students regard as historically important. Students' responses were highly skewed in the violent domain as well as in the aggressive domain. (DB)

Suggests how social studies teachers in Texas can fulfill the spirit and the letter of two mandates regarding economic education. Presents information on the relationship which should exist between the two laws, concepts which should be included in a study of free enterprise, and problems encountered by teachers as they strive to satisfy the…

A case for using individual interviews is presented. Sample interviews are given, and instructional improvement and program evaluation are discussed. (MK)

Describes a science program called Student Science Research Program that is designed for gifted and talented high school students in northwest Ohio. Program assessment, which began in summer 1977 and continues through this school year, is described. (HM)

National patterns of power and control in higher education are key determinants of the conceptions of academic excellence and equality that prevail in particular systems. This paper examines five countries with predominantly state-controlled systems of higher education--West Germany, Italy, France, Sweden, and Japan--and two with mixed control…

Criteria for assessing achievement, progress, and attitudes of students as individuals are discussed. (RW)