Proposes a social studies curriculum framework based on Ervin Laszlo's life philosophy. Stresses developing appreciation of global human interdependence through religion, community, empathy, and equality, and fusing these values into political realities. Asserts it is the particular responsibility of social studies education to meet this…

Traces the gradual transfer of geographic education from the science curriculum to social studies. Contends that basic concepts of geography are misunderstood and this is the primary area where geographic education needs strengthening. Suggests how geography can be integrated into the social studies curriculum. (GG)

Discusses the positive and negative points concerning the increase of information transmission. Contends that the diffusion of information technology could increase the quality and quantity of political participation in society. Emphasizes the implications for social studies education. (GG)

Investigates the development of the concept of family in young children. An equivalent number of males, females, Whites, Blacks, kindergarten and first graders participated in the experiment. The concept of family was assessed by using a family configuration task. Results confirmed a positive relationship between number of different ly…

Examines the perspectives that student teachers develop toward social studies instruction. Found that students constructed attitudes about social studies that differed from those favored by the universities. Concludes that teacher education programs cannot assume that a university perspective will survive the student teaching experience without…

Examines a cooperative learning technique called Jigsaw that was used to determine whether college-level students taught by this method scored higher on a posttest than students who were not. Results showed no significant difference between those taught by the Jigsaw technique and those who were not. (GG)

Asserts that a goal of social studies instruction is to help students make decisions about complicated social issues and that this goal is best accomplished through development of postformal cognitive processes. Defines postformal thought and examines two types: relativistic and dialectical. Shows how postformal thought can be promoted through two…

Describes the influences of religion, upbringing, and other scholars on Samuel Griswold Goodrich, an early nineteenth-century U.S. geographer. Discusses Goodrich's contribution to improving early geography textbooks and his pioneering role in book publishing. Notes Goodrich's realism and moral undertones in geography books for children, written…

Examines British teachers' efforts to revitalize the teaching of British history to primary school students, using field trips and curricular materials that enliven history. Investigates the challenges facing British history teachers to illuminate the recent U.S. efforts at curriculum development. Observes British teaching activities to identify…

Reports the findings of 2 surveys given to students and teachers at 4 schools of Pepperdine University (California) that substantiate the importance of name recognition and social interaction between instructors and students. Lists techniques teachers use to remember names. Introduces Names, a 12-option computer program, designed to assist in name…

Investigates the relationship among teacher beliefs about control, perceptions of behavior problems, and preference of interventions in classroom management. Administers two questionnaires to secondary faculty that showed a correlation between control beliefs and interventions. Control beliefs ranged from custodial to humanistic. Includes tables…

Reports findings of a study that tested the geographic knowledge of preservice and inservice teachers using the same National Council for Geographic Education's test given to elementary and secondary students. Concludes geography instruction for teachers is inadequate and that this helps perpetuate geographic illiteracy in the United States.…