Discusses a survey to investigate discrepancies between high school social studies teachers' knowledge of and attitudes toward test item-types such as true-false, multiple-choice, and essay. Findings indicate that teacher perceptions of the relationship between item-type and cognitive skill assessed are incongruent with the perceptions of authors…

Comparison of pre-service social studies teachers in field and non-field based methods courses indicated no significant differences with regard to teaching skills, attitudes, or behaviors teachers should exhibit in the classroom. (Author/DB)

Describes a study to assess values of sixth grade children toward their peer groups and to develop an instrument to measure values. Presents the 49-item inventory which resulted from the study. (Author/DB)

Describes a study to analyze congruence between teachers' and students' perceptions of selected cognitive and affective dimensions of sixth grade social studies classes. Findings indicated little congruence between teacher and pupil perceptions. Reasons for this incongruence are discussed. (Author/DB)

The purposes of this study were to determine the social studies series adoption policies of midwestern school districts and to identify the most popular and successful series in use. Data were provided by elementary principals in 186 randomly selected school districts. Available from: Department of Social Science Education, University of Georgia,…

The purpose of this study was to test the validity of the Fry Readability Graph on an eighth grade social studies textbook. It was found to be a valid measure by using an achievement test, and by comparing between groups of students who should and should not have comprehended the test. For journal availability, see SO 505 690. (Author/JR)

A study examined the general attitudes toward geography held by junior high, high school, and undergraduate student teachers. The variables included education level, gender, and students' individual conceptualizations of geography as possible influences on attitude. For journal availability, see SO 505 690. (Author/JR)

Three methods of teaching place knowledge were examined with high school geography students. Using a traditional textbook map, an outline map with spelling of place names not memorized, and an outline map with spelling of place names memorized, it was found that none of the treatments were satisfactory in helping students to learn maps. For…

Examines the educational theories of Bertrand Russell and how his emphasis changed between 1915 and 1932, from the cultivation of good individuals to citizenship education advocating loyalty to a world state. Describes three factors associated with this change of emphasis, concluding that it represented an evolution of his thought. (Author/GEA)

Investigated the influence of gender, ability, and grade level on the political attitudes of ninth and twelfth grade students. Among the conclusions were that low ability subjects are less likely to support fundamental freedoms and that females have greater respect for law and law officials. (GEA)

Reports on a study which evaluated the effectiveness of the GIVE AND TAKE film series and the accompanying print materials for teaching twelfth grade economics. Discusses the research method and concludes that the GIVE AND TAKE materials are more effective than traditional textbooks for the teaching of basic economic concepts. (Author/GEA)

Reviews literature, published between 1930 and 1985, concerning the general content of social studies textbooks for grades 1-4. Notes that scholars, legislators, publishers, and authors have tended to criticize different aspects of these textbooks but that surprisingly few reviewers have criticized their trivial content. (GEA)

Social studies-related dissertations dealing with elementary and secondary education which are listed in Volume 41 of "Dissertation Abstracts International" are reviewed and critiqued. Excluded were dissertations on moral development and those dealing with social studies education in foreign countries. (RM)

Reports the results of an experimental study of two classes (n=70) of gifted eighth grade students who were taught United States history concepts by either direct instruction or the traditional lecture approach. Results suggested that direct instruction of history concepts is substantially more effective than the traditional lecture approach. (JDH)

Presents an analysis of research on learning about Japan by secondary students. Notes that most studies are concerned with what is being learned about Japan as it is presented in textbooks and instruction rather than exploring the ways students can learn more effectively about Japan. (JDH)