Examines historical roots of major trends of the New Social Studies--social sciences v social studies, inquiry, ethnic and global perspectives, and future studies. The major objective is to improve social studies by helping social studies classroom teachers become aware of and understand the contributions of these trends to their discipline. (DB)

The relationship between inservice education and educational change in a large comprehensive secondary school is examined. Teachers contrasted inservice education with other professional activities and assessed the usefulness of each in the development of the school's curriculum. (Author/JN)

Analyzes the decline in the quality of education in the United States, based on indicators such as the Scholastic Aptitude Test. Concludes that the core of the knowledge acquisition. Concluded that the end result of current educational practices will be people who are sensitive and earnest communicators without anything of interest or relevance to…

Investigates the influence of the following four agents of science curriculum change in the United Kingdom: (1) national agencies which have a major interest in science education; (2) national agencies which have major interests outside science education but still have interest in it; (3) media; and (4) local agents. (HM)

Presents teaching methods and learning activities to help social studies classroom teachers as they develop legal education programs with a futures orientation. Topics include the power of the courts, the media and the law, juvenile justice, government regulation of advertising, and legal assistance. Questions, games, and vocabulary exercises are…

Reviews the background and rationale for the development of tests of English for migrant students (TEMS) by the Australian Council for Educational Research Migrant Education Project. Describes the general content of TEMS and explains how TEMS can be incorporated in an English as a second language curriculum. (AEA)

Open University courses are defined as processes of interaction between students, the materials, and the tutors. Using this definition, the stages of course development, major purposes of feedback, and major audiences for feedback are discussed with particular emphasis on the role of the tutor and student in course development. (JMF)

Discusses issues and implication underlying the graduation competency testing movement in the social studies. Presents advantages and disadvantages of commercially and locally developed tests and outlines steps in selecting competencies and preparing tests. (KC)

Follows the educational awakening which stirred the American South from 1900-1920 and assesses the effects of northern philanthropists' interests in Black rural education. Suggests that the philanthropists' policies and programs were designed primarily to contribute to an economically efficient and politically stable Sourthern agricultural economy…

An interview with Michael Scriven describes his thoughts and contributions to educational evaluation, the evolution of his career, and his current concerns and projects. (MH)

The author discusses the Michigan Educational Assessment Program (MEAP), with emphasis on mathematics. Topics discussed include: tests and reports, uses of results, effects on curriculum, local control, and the future of Michigan's mathematics assessment. (MK)

The article presents a general discussion of assessment and examples of items that assess specific skills. Included are: estimating and approximating; observing and measuring; using data to infer and predict; and graph construction and interpretation. Specific tests are listed. (MK)

Describes the written Piagetian Task Instrument (PTI), a diagnostic instrument developed for detecting the student's ability to perform the elements of Piagetian formal thought. The use of the PTI by 86 students enrolled in introductory college genetics at Ball State University of Indiana was investigated. (HM)