An educator argues that classroom use of simulations is a valuable method for studying social interaction. (Author/RM)

Population, food, and energy are discussed as concerns to warrant global education. Five optional views of global issues are presented as choices for educators to uphold in curriculum design. (ND)

Description of a newspaper-school teaching project in Peoria, Illinois, that attempts to motivate student interest in world affairs and international interdependence. The project involves student activities complemented by newspaper clippings on topics such as culture, agriculture, and sports. (ND)

Results of a national survey of population education activities by 647 secondary school social studies teachers are reported that detail differences in teacher characteristics and course characteristics. Data tables are provided. (ND)

Discussion of elementary global education covers (1) the definition and meaning of global education and (2) its objectives to achieve student competence in perceiving individual involvement, making decisions, making judgments, and exercising influence. (ND)

Discussion about (1) introducing young children to global concepts, (2) carefully choosing instructional materials to further global concepts, and (3) how a child's viewpoint can affect his perception of global concepts. (ND)

Focuses on (1) the kind of teachers needed to implement global education programs in elementary school and (2) the role of preservice and inservice teacher education programs needed to foster the development of globally minded teachers. (Author/ND)

An annotated list of representative global education resources for elementary-level students and teachers includes textbooks, multimedia kits, and supplementary materials. It covers social studies series, other social studies materials, other curricular area materials, and teacher sources. (ND)

Responses to Fraenkel's 15 criticisms of the author's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Three circumstances are stated as reasons for the differences between the two men: (1) staying up-to-date with research and publications, (2) time consumed in refuting…

Restatement of the author's criticisms of Fenton's article about Kohlberg's cognitive-developmental approach to moral education in the April 1976 issue of "Social Education." Emphasis is made that (1) Fenton's definitive summations of Kohlberg's works should be more tentative and cautious, because (2) some parts of moral developmental research are…

Data from a study of 153 teachers' willingness to adopt SRSS'"Inquiries in Sociology" course are presented which examine the teachers' undergraduate major, total amount and recentness of preparation in sociology, and participation in a training institute in sociology. (ND)

This national study of 1,857 high school students enrolled in sociology classes in May 1973 examines student views about utility, appropriate objectives, and preferred teaching methods and content of the sociology course. Eight data tables are included. (ND)

Discussion about issue of academic freedom versus parental rights emphasizes that education is infringing on parental role by trying to teach the "whole" child, such as values education. (ND)

Creation of the right climate for fostering academic freedom and progressive curricula is described, but gaining parental approval is emphasized since communities control the curriculum politically. (ND)

Addresses the question of which basics to teach in the social studies and how to find time to teach basics as well as everything else required in the curriculum. Gives practical hints on ways to integrate basics into conventional social studies objectives. (Author/AV)