This article presents information on how social studies teachers enjoy teaching and whether they would leave teaching for another job. Data are taken from a survey of the background, characteristics, and attitudes of 1,200 social studies classroom teachers in six states. (DB)

Presents answers of Alvin Toffler (author of "Future Shock") to questions about a variety of issues, including problems of schools today, the role of formal education in the future, forms of community participation in schooling in the future, and ways in which social studies teachers can help prepare their students for the future. (DB)

Defines various types of community schools and explains how the philosophy and activities of community schools differ from those of other schools. Suggests that researchers clearly define what is meant by a community school in any particular instance and that educators remain flexible and allow for new approaches to schooling in accordance with…

Examines the extent to which the widely publicized changes in mathematics curricula and in methods of teaching mathematics since 1960 have resulted in observable change in classroom behavior of teachers, in content, and/or in student achievement in mathematics. Findings from several studies of mathematics education in British Columbia indicated…

Presents results from a large study of classroom management in third grades. The objective of the study was to gather extensive information about how third grade teachers in socially disadvantaged schools organized their classes. Data are presented regarding student behavior, teacher behavior, and characteristics of effective management.…

A framework for the evaluation of physical education programs is proposed. Its design is intended to provide a more comprehensive view of evaluation questions which can be asked. (MJB)

Presents information--in the form of technique, definition, and strategy--on how teachers can investigate their own professional practice. Topics discussed include innovation, evaluation, objectives, research as communication, a research community, research and institutional practice, and workshops on teaching practice. (DB)

Points out reasons why research on the validity of student evaluation of teacher performance is so varied and inconclusive. Examines different types of inputs and outputs in research on teacher effectiveness. Findings indicated that the student evaluations do measure short-run variable inputs of the teacher. (Author/DB)

Discusses role of intelligence, strategic surprise, and intelligence estimating in foreign policy and international relations courses on the college level. Hypothesis is that the case study approach, generally used to introduce foreign policy classes to intelligence failures, doesn't stress the relationship of policy to intelligence and the need…

The emergence of subjective and critical approaches to the evaluation of educational reform is examined. The need to identify and clarify values and to develop comparative and dialectical evaluation models and approaches are discussed. (RL)

Examines effects of prequiz discussion on student interest in and understanding of material in an introductory college psychology course. Findings indicated that prequiz evaluation may have affected the number of students completing the course, although it had no effect on initial quiz score or on number of attempts to unit mastery. (DB)

The National Assessment of Educational Progress (NAEP) gathers information about national levels of education achievement that helps explain and interpret other research, policy efforts, and the phenomena of unanticipated changes in American education. (Author) Primary type of information provided by report: Program Description (Program Goals)…

An expanded multiple matrix sampling procedure to collect assessment data for health education courses in upper elementary and junior high schools is outlined. This supplement to the Cooperative Health Education Test provides data at the school building and district levels. (JMF)

Considers problems related to post-literacy work and reviews the relationship between literacy teaching and post-literacy work. Post-literacy work is interpreted to include all materials and structures which enable the newly literate adult to keep up, use, and develop the knowledge acquired through literacy teaching. (Author/DB)

The author looks at some evaluation issues arising out of the use of Man: A Course of Study (MACOS) and proposes formats for the assessment of student learning, the results of which could be used to support the value of MACOS and its place in the school timetable. (SJL)