This article describes how a global perspective can be added to a course on U.S. history, which is not traditionally thought of as having a world orientation. Several activities are described, and a resource list is appended. (BW)

This paper explores some of the reasons why global perspectives education has not found its way into the school curriculum. Also it offers some strategies for implementing global perspectives education in school programs. (BW)

For global educators, school improvement will mean a change in school culture, methods, norms, procedures--a change to reflection upon the meaning, use, and organization of information as a key learning process. Helping schools improve will mean assisting the local school in responding to changes that have yet to occur. (BW)

The Pacific Northwest International/Intercultural Education Consortium includes two-year and four-year public and private colleges as well as world affairs organizations in Alaska, British Columbia, Idaho, Oregon and Washington. Its formation, goals, organization, and activities are described. (BW)

International studies give the broad background needed for a truly global education. Area studies complement this approach by offering specificity to the issues and providing perspectives that break ehtnocentric and nationalistic molds, giving students the world picture as seen through the eyes of other peoples. (BW)

This study investigates educational research productivity in institutions of higher education in the United States based on contributions to American Educational Research Association annual meetings and 14 leading educational research journals over a seven-year period: 1975-1981. Data were analyzed along two dimensions: total productivity and…

Two experiments were performed to determine whether practice on less complex problems, either smaller size or in familiar context, produces a strategy that transfers to similar but more complex problems. Practice on familiar problems was no more effective than practice on unfamiliar for transfer to another unfamiliar context for all sizes. (Author)

Unlike earlier studies of differences in teacher behavior associated with differences in student characteristics, these two studies also examined the effects of student behavior, represented by hypothetical classroom problems presented to teachers. Analysis suggests that teacher behavior is affected more by immediate student behavior than by the…

The effects of school personnel's perceptions of community dissatisfaction are examined on school structures of normative consensus, upward communication, and exchanges of help. The analysis uses questionnaire data from school personnel of 34 schools to compare the explanatory utility of four theoretical perspectives. (Author/PN)

The results of reanalyses of statistical procedures used in the class-size meta-analyses by Glass and Smith are reported. The analyses suggest that the use of suboptimal statistical methods did not greatly affect the results of the meta-analyses by Glass and Smith. (Author/PN)

This study extended the knowledge of the explanatory power of Tinto's theoretical model of college persistence/withdrawal through a multi-institutional validation. Path analysis was used to test the model overall and at three different groupings of postsecondary institutions: four-year, predominantly residential; and four-year, and two-year,…

The effectiveness of a supervised cross-age tutoring program in mathematics operations was assessed using 51 grade-six children and 25 grade-five children who tutored 51 grade-three and 25 grade-two children on a one-to-one basis for 30 minutes per day, for 20 days. (Author/PN)

The relationships among several suggested indices of school desegregation were examined. The measures were discussed for their utility in the remedy process. Issues involved in the formulation of desegregation indices were related to kinds of information they yielded. Recommendations were made for the properties of an effective index. (Author)

The relationship between student/teacher attitude similarity and teacher rating form (TRF) scores is examined. Students (N=345) completed a 24-item attitude scale, once for themselves and once for their instructors, and a 28-item TRF. Attitude similarity is of minimum importance when evaluations are used to make gross distinctions among…

This study builds on previously established attribution-affect linkages in an effort to better understand teachers' evaluative reactions to student success and failure. As predicted, the affective reactions of teachers indicate that they are more willing to accept personal responsibility for certain kinds of student outcomes than others. (Author)