Discusses the restructuring of the social studies curriculum after the attainment of political independence in Zimbabwe. Divides the discussion into three levels of curriculum development: primary, secondary, and teacher education. Stresses the Zimbabwean educational aims as the development of self-reliant individuals, the fostering of national…

Describes the Botswana experience with social studies, dividing the discussion into three historical periods. Discusses the aims of education in Botswana as being the promotion of democratic principles, national development, self reliance, and social harmony. Maintains that social studies is crucial to citizenship education and nation building.…

Discusses the educational inequities in South Africa between Whites and Blacks. Describes the efforts of the National Education Crisis Conference (NECC) in addressing the educational needs of Blacks. Includes resolutions passed by the NECC and describes the booklet, "What Is History?," produced by a branch of the NECC. (RW)

Traces the history of the educational system in Malawi up to the present. Reviews the educational plans of the Malawi government focusing on the Second Education Plan (1985-95). Discusses goals of the current plan that are aimed at all levels of the educational process. Stresses the goal of education for national development. (RW)

Describes the origin, development, and accomplishments of the Joint Council for Economic Education, now called the National Council for Economic Education. Discusses the participants and results of a 1948 conference bringing together economists with business, labor, and education leaders. Outlines activities and accomplishments of the…

Asserts that the Developmental Economic Education Program (DEEP) is a model for curriculum change. Describes the process and content of the DEEP teacher education and curriculum development program. Presents a case study of a DEEP project involving one Indiana school district. (CFR)

Asserts that the primary goal of economics education is to help students understand the economic world around them and make more informed personal and social decisions. Reviews comparative studies of economic education and student achievement in the United States, Japan, Germany, Austria, Australia, and the United Kingdom. (CFR)

Presents a summary of research findings related to factors involved in effective economics instruction and student achievement. Finds that student academic ability and teachers training in economics are the two most important variables of students' economic knowledge. (CFR)

Asserts that teacher knowledge has become the focus of educational reform. Reviews research and professional literature on teacher knowledge. Concludes that the knowledge base of outstanding teachers is derived from divergent and complex sources and is buttressed by informed criticism on the part of the teachers. (CFR)

Describes and discusses three explanations of academic achievement: (1) cultural deprivation theory; (2) cultural difference theory; and (3) postmodern discourse-practice. Applies these theories to multicultural education. Argues that social studies teachers must transform their thinking and create classrooms that promote democratic ideals. (CFR)

Contends that research on teaching of social studies methods courses neglects significant topics such as whether or not attitude changes are reflected in teaching methods and the relationship between methods courses and the broader teacher education program. Recommends a broader conception of research. (CFR)

Reports on a study of state requirements for initial licensing of elementary and secondary social studies teachers. Finds that most states are reluctant to follow educational reform reports to increase general education requirements and decrease emphasis on professional education. Also finds declines in mandated multicultural/human relations…

Reports on a study of the preparation of secondary social studies teachers at major state-supported research universities. Finds relatively few institutions have followed the Holmes Group recommendations and many continue to prepare broad field social studies teachers leaving them deficient in some social science fields. (CFR)

Asserts that the early childhood social studies curriculum should enable children to rethink and revise their tentative understandings of the world in light of new information and experiences. Argues that teachers must have knowledge of history, the social sciences, and cultural pluralism to design and teach social studies effectively. (CFR)

Reports on a study of the history/social science content of 139 preservice elementary teacher education programs. Finds that, although most require preservice elementary teachers take courses in history, there is little assurance that they will take courses in the social sciences. Indicates that less than half the programs require multicultural…