A critique of Louis Althusser's Marxist perspective on the sociology of education is presented. (DE)

The author examines current philosophical definitions of curriculum in order to postulate a more adequate theory of curriculum change. (DE)

Reports on part of a larger study said to ascertain the differences between English, West Indian, Indian, and Pakistani adolescents in Britain with respect to their attitudes to a series of factors, and whether differences are reflections of personality or cultural diversity. [Available from Carfax Publishing Company, Haddon House,…

Examines the concept of compulsory public education for all and distinguishes among compulsory content, compulsory attendance and compulsory achievement. Stresses the need to develop an educational justification and effective processes for compulsory schooling. (SF)

The four ideological variables of curriculum decision-making are examined in this article: 1) traditional/futuristic orientations; 2) determined/innovatory orientations; 3) commitment based/contract based orientations; and 4) consequential/causal orientations. (Author/JR)

This paper discusses the inclusion of sociology in the British teacher education curricula as a challenge to the discipline itself and to major proposed changes in higher education. (Author/JR)

Reviews current school reform efforts and educational trends such as individualized instruction and humanistic education, criticizing them for contributing toward a potential polarization of society. Concludes that such movements may be overemphasizing a reverence for diversity at the expense of the need to cope with its effects. (EH)

A critical review of Jensen's book which contains a reprint of the original controversial 1969 "Harvard Educational Review" article, 5 related articles by Jensen, and a bibliography of related articles. (EH)

Results showed hardly any differences in time-on-task behavior between third and fourth grade pupils in mixed age single age mathematics and language arts classes in the Netherlands. Students in mixed age classes spent more time working individually. The ability level of the students had little impact on time-on-task behavior. (Author/RM)

Study results showed that (1) aboriginal and anglo-Australian adolescents have relatively positive autostereotypes (an autostereotype refers to the attributes that individuals assign to their own group), (2) aboriginal-Australian adolescents express quite favorable heterostereotypes toward anglo-Australians, and (3) anglo-Australian adolescents…

British engineering students felt that the advantages of industry sponsorship were money, training experience, and job opportunities. Disadvantages included lack of a variety of work experience and breaks from academic work. The study also examined student problems with sponsorship and the influence of sponsorship on choice of subjects and…

Children in a nursery setting were asked to tell a story following one of three treatments: no stimulus, a static presentation, or a computer graphics presentation. Children exposed to the computer graphics told longer and more structured stories. (Author/RM)

The Assisted Places Scheme (APS) enables worthy students from poor homes to attend British independent schools. Survey findings showed that relatively few APS students are drawn from working-class backgrounds, and that substantial numbers come from one-parent families and from homes where the main wage-earner is unemployed. (RM)

Educators ought to show more interest in areas of human life and experience that have been traditionally neglected--the roots and consequences of the misery, pain, and suffering in the world. How Schopenhauer's writings in this area can help clarify thinking about the nature and purpose of education is discussed. (RM)

While 79 percent of secondary British teachers surveyed felt profiling to be a better way of assessing student progress, a significant 59 percent saw profiling as posing a threat to teaching time. Career and special education teachers had the most positive orientation toward profiling; math teachers exhibited a negative orientation. (RM)