Identifies teaching techniques for implementing social participation skills among elementary school students. Problems of perception and decision making among young children are discussed. (Author/DB)

Discusses optimal teacher actions in developing inquiry skills through Flanders Category System, (created to describe and classify classroom interactions), and Blooms Taxonomy of Educational Objectives, (created to identify levels of intellectual operations). Identifies different purposes served by different level questions. (Author/DB)

Explores the value of workbooks in improving student work-study skills in social studies. Presents an assessment of students' skills, a discussion of conceptualization skills, and describes a balanced skills program. (Author/DB)

Described are four techniques for improving student reading skills, particularly comprehension and vocabulary expansion, in ethnic studies classes. The techniques involve the use of oral research reports, diagrams, cartoons, and multisensory demonstrations. (Author/DB)

Presents eleven ideas for family studies which encompass a wide variety of skill tasks for elementary and secondary students. Each set of tasks requires planning, notetaking, interviewing data organization, and evaluation. (Author)

Discusses five innovative social studies projects which employ conceptual frameworks, discovery learning, and multimedia presentations. The projects generally reflect the ideas of the "new social studies." Projects discussed are The Family of Man, From Subject to Citizen, Patterns in Human History, Geography in an Urban Age, and Inquiries in…

Maintains that simulation games in social studies education are successful because they combine factual content, skills development, and experience in decision making. The five simulations described are Explorers I, River City, Boxcars, The Union Divides, and Starpower. (Author/DB)

Based on the author's personal experiences during the past decade, problems of innovation, diffusion, and adoption of social studies materials are examined as hindering change. (ND)

Ten innovative high school social studies departments in Indiana were investigated to determine their characteristics, such as what innovations have been adopted, educational background of teachers, and organizational climate of the departments. (ND)

Three teaching traditions of social studies are examined and compared: (1) social studies taught as citizenship transmission (traditional), (2) social studies taught as social science and history, and (3) social studies taught as reflective inquiry (reform). (ND)

A checklist, devised from a chart illustrating the purpose, method, and content characteristics of three social studies teaching traditions, was administered to 55 preservice teachers in Nigeria and 84 preservice teachers in Indiana to compare their teaching style preferences. (ND)

A questionnaire was administered to 120 public school church-related Sunday school teachers to determine and compare (1) their own personal commitment to Judeo-Christian values, (2) their view of their role as purveyors of those values to their pupils, and (3) their belief in and commitment to a fixed value system. (ND)

Collaboration of Fort Wayne-Allen County Historical Society with the Education Division of Indiana University at Fort Wayne resulted in teacher-community workshops, designed to show elementary and secondary teachers how to use pioneer crafts in their classes. (Author/ND)

Following a short history, data concerning field trips are presented from a study of school board or administrative policies which queried (1) the existence of school board policies, (2) who accepts and supervises such trips, and (3) criteria for accepting the trip. (ND)

Reports results of surveys which indicate that the percentage of articles and research reports authored by elementary and secondary level teachers is disproportionately small. Journal can be ordered from Offices of the Executive Secretary, Pennsylvania Council for the Social Studies, P. O. Box 6637, Philadelphia, PA 19149. (Author/DB)