Describes the social world of childhood as told to the author by a group of primary school children, with particular reference to the classroom. Results reveal a complex knowledge of the values of social interaction. Knowing how to be competent members of the classroom was a primary concern. (Author/KC)

The analytic framework suggests that strategies employed by teachers arise within the context of the school organization. The organization provides dilemmas and imperatives, possibilities and opportunities which explain the existence of certain strategies in the classroom. (Author/KC)

Argues that curriculum changes which include content and pedagogical change contain within themselves new forms of social control. Reduction of teacher skill is also an outcome. The argument is based on research in a school employing such a curriculum. (Author/KC)

Three authors review the book by Harold Entwistle about the theoretician of Marxist social theory, Antonio Gramsci. Conclusions are that the book does not accurately reflect Gramsci's view on education. (KC)

This review of "The Language of Teaching" (Edwards and Furlong, 1978) suggests that its most valuable contribution is to the further development of sociolinguistic research in classrooms and to the advancement of sociological analysis of education. The book reports the author's investigation of patterns of classroom communication and language…

Reviews recent publications concerning the sociology of education and examines the adequacy of different approaches to social change and continuity in education and society. Works reviewed include writings by sociologists Durkheim and M. S. Archer and by social historians P. McCann and R. Johnson. (KC)

A review is presented of major theories on the characteristics of adult cognition. The roles of social and cultural backgrounds, education, mental ability, and experience as they pertain to cognition are discussed. (JD)

The cognition theories of Piaget as they apply to adults are examined in the light of new theories about the characteristics of formal reasoning abilities and their acquisition over a long life span. (JD)

Even among individuals operating at Piaget's highest cognitive level (Formal Operations Stage) there is a range of behaviors on important cognitive characteristics. Various substages and their performance criteria are suggested. (JD)

An investigation of adult reasoning processes revealed that the more relevant the cognitive task was to the developmental task of the learner, the better the performance was likely to be. (JD)

An overview of research dealing with the factors of culture, education, activity and isolation, and training tends to support the significant positive effect of environmental stimulation upon level of adult cognitive functioning. (Author/JD)

Textbooks and teaching methods for adult basic education courses are frequently inappropriate for the cognitive ability level of the students. The assumption that these students have formal reasoning skills is often erroneous. (JD)

This study was made to discern the relationship between an adult subject's cognitive level of development and the complexity of the syntactic structure of the language she uses. (Author/JD)

A report is given on results of tests conducted to determine whether there is a negative relationship between a dogmatic mind and high cognitive ability. The relationship of age and education to dogmatism is also examined. (JD)

This article highlights selected mandates contained in two federal provisions assuring the educational rights of handicapped children. Public Law 94-142 and Section 504 of the Rehabilitation Act of 1973 are analyzed to identify mandated requirements relative to the least restrictive environment. (JN)