Reviews contributions British universities make to the improvement of learning and teaching in the schools, explains why a study of these contributions is timely, and identifies some of the problems and issues that confront the further development of this work. (Author/CK)

Describes a pilot study intended as the basis for the Oxford Education Research Group Project which examines the values of teaching English literature, teachers' opinions toward and practices in their work, and the lack of knowledge about alternative approaches or student perceptions of the benefits received. (CK)

Examines Martin Buber's educational philosophy and his criticisms of the philosophies of Georg Kerschensteiner, John Dewey, Johann Pestalozzi, and John Ruskin, among others. (CK)

Analyzes the failure of three approaches currently used to explain educational under-achievement by working class children. Recommends study of distinctions between educational content and process, material and cultural insulation, and teacher-student-parent interactions. Strategy suggested is small group instruction emphasizing affective learning…

Suggests that institutions of higher education will meet future educational needs better if they reevaluate such areas as student starting and finishing ages, course length and continuity, curriculum, and the relationship between higher education institutions and the schools. (DB)

Focusing mainly on secondary schools in Great Britain, the article discusses educational problems which are likely to be of major importance in the 1980s. These include decreasing funds, demands for a return to basic objectives, controversy over centralization vs decentralization, and traditional vs alternative education. (DB)

Explores the gap between rhetoric and reality in the areas of adult education and continuing education, using Great Britain as an example. Emphasizes that existing provisions should be opened up to more students and that all adults should receive some form of educational entitlement. (DB)

Compares problems and practices of British public universities with those of the University of California. Topics discussed include administrative and authority patterns, decision-making processes, student characteristics, and planning objectives. (DB)

The theoretical framework proposed here treats political alienation as a normal outcome of the incompatability between egalitarian goals and social inequalities in democratic systems. The framework is applied to the role of education in the United States, a stable democracy, and in West Germany, an emergent democracy. (Author/SJL)

This paper describes and analyzes the accelerated growth of educational research activity in Latin America over the last decade. The role of scholarly journals, existing networks, international aid, and improved training are considered. Appendices list characteristics of Latin American educational journals and organizations sponsoring…

This paper considers the declining use of Irish (Gaelic) as a language of instruction in both Ulster and the Republic of Ireland in this century. Policy statements are analyzed. Tables list percentages of primary and secondary schools conducted in Irish, English, or bilingual modes over the decades. (SJL)

This study, conducted with 125 female student teachers in Israel, attempted to determine if one year of teacher training altered subjects' attitudes toward traditionalism/progressivism in education and if this change was influenced by the subjects' initial open or closed belief system, as measured by Rokeach's Dogmatism Scale. (SJL)

Lectures on the importance of mathematics were presented to an experimental group of secondary school boys to see if this strategy could improve attitudes toward mathematics and if improved attitudes increased achievement. The experimental groups' post-test scores on attitude and achievement showed gain, while controls' scores remained stable.…

The variations in government language policies in Latin America are primarily a function of economic and social struggles among contending national elites, all seeking to compel adaptation by subordinate groups. Not until the nineteenth century did the schools become a major vehicle for government policy implementation. (Author/SJL)

This paper examines the evidence on negative effects associated with Irish immersion programs and concludes that even in earlier immersion schools, which frequently lacked parental support, there is little evidence of detrimental academic effects. Many Irish immersion teachers emphasized the importance of parental commitment to immersion…