Investigated were the attitudes of two groups of students in their first year of secondary education at four metropolitan senior high schools in Western Australia. Results indicated that there was little attitude difference between the group which had experienced the new curriculum and those who had not. (CW)

Explores two dichotomies that depict moral education and examines the strengths and weaknesses of the four principal orientations to moral education. Provides an integrated theory of moral education that incorporates both sides of each dichotomy providing necessary dimensions to research, theory, and practice of moral education. (Author/DB)

Reports on a follow-up study on the status of standards for the initial licensure of secondary social studies teachers in the 50 states. Argues that, in spite of recent calls for reform in teacher education, there is no evidence that state agencies have been dissatisfied with existing standards. (Author/DB)

Examines whether traditionally negative student attitudes toward social studies can be improved by particular teaching practices. Finds that teaching style seemed the crucial factor in the ability of an observed teacher to improve sixth grade student attitudes toward social studies. Includes two tables of research data. (DB)

Questions whether the requirement of more history courses, as called for by some reformers, will advance citizenship education. Explores the questions: Will the incorporation of more history improve social studies programs? Is curriculum reform the most urgent need in social studies education? and Should the nation expect widespread change in how…

Calls for a new research agenda, one that makes explicit the connection between academics and the objects of their research. Argues that the research agenda itself must be scrutinized in the hope of expanding and sharpening an understanding of what questions to raise. (DB)

Discusses the place of design and technology in the national curriculum in England and Wales and its relationship to the art and design curriculum. Outlines the principal recommendations of the reports from the National Curriculum Working Group for Design and Technology. Summarizes the responses to the reports. (KM)

Reproduces the National Society for Education in Art and Design's (NSEAD) response to the report, "Design and Technology for Ages 5 to 16." Comments on attainment targets and statements of attainment, programs of study, profile components and assessments, key issues, and implementation. (KM)

Examines the function of drawing by interviewing a wide range of people engaged in design activities. Promotes drawing for its vital contribution to two areas of design activities, exploration, and manipulation. Maintains that further research is necessary now that design and technology are part of the core curriculum in schools. (KM)

Surveys some of the problems experienced in design activities in the Craft, Design, and Technology (CDT) examinations. Examines recent developments in the procedural models of design activity and the understanding of how professional designers approach their work. Discusses how these insights could be incorporated into the school curriculum. (KM)

Questions the origin of design history and its relationship to art history. Maintains that design historical knowledge is produced, and it must be acknowledged that there are design histories and not one monolithic body of knowledge. (KM)

A study involving 1,521 high school seniors correlated commitment/alienation scores with student personal characteristics, grade point average, advanced courses taken, and indicators of academic effort/priority. Affective responses tended to be distributed symmetrically, and a student's place on the continuum was related to capacity to control…

Findings are related from a study designed to determine the effect of verbal-only, imagery-only, and integrated (verbal-to-imaginal) strategies on third graders' (N=111) levels of economic reasoning (use or nonuse of cost-benefit analysis) in their personal decision making. Implications of these findings for curriculum planning are discussed.…

Results are reported from a survey of junior high mathematics teachers' (N=146) critical thinking beliefs. The study addressed two questions: Where do teachers stand regarding the teaching of critical thinking skills? and What teaching practices characterize a "belief in critical thinking" versus its opposite view? (IAH)

The purpose of this study was to develop an instrument to assess reading attitudes of normal adult readers (N=84) and to examine relationships among attitude and other reading-related factors. Positive reading attitude was associated with high reading comprehension test scores, higher education attainment, and high self-rating of reading ability.…