Investigated attitudes of USSR (N=207) and United States/Western European (N=91) scientists who recently emigrated to Israel. Findings show considerable transnational similarity related to work characteristics but differences in meanings attached to such characteristics as "the opportunity to contribute to society." Also investigated effect of…

Assesses research productivity through publication among scientists by (1) scrutinizing literature on correlates and determinants of publication productivity; (2) providing an overview and organization of that knowledge; (3) indicating shortcomings in the research; and (4) examining the answered/unanswered questions and issues. Researcher…

The bibliographic methodology of citation tabulation was applied to the problem of identifying highly cited Soviet scientific papers (in Science Citation Index). Findings indicate that lists generated are indicative of areas of strong Soviet research and that institutions producing these papers include the most important Soviet labs. (Author/JN)

Because of the unpopularity of the inquiry method, most new government texts are of the straight narrative type. Many educators believe that civics curriculum materials are subject to censorship by special interest groups. Regarding goal achievement, many believe civic education has not trained students to accept their civic responsibilities. (RM)

Teaching responsible citizenship is a constant and on-going theme in the grade-level settings of the 1981 "History/Social Science Framework for California Public Schools." The topics of government courses at each grade level, 1-12, as proposed by the Framework are discussed. (RM)

Tips for making civics courses interesting include: (1) communicate course goals to students; (2) ensure that what you are teaching is worthwhile; (3) assess what students already know; (4) organize facts around a few big ideas; (5) vary learning activities; and (6) present a balanced view of government's activities. (RM)

Siamese baseball is used to introduce secondary government students to a study of authority, justice, responsibility, and privacy. The thematic/conceptual approach to the course is outlined. (RM)

Using a man/habitat model, secondary teachers can help students view relationships between habitat problems and local government agencies whose decisions affect their habitat. The unit also involves students in learning about concepts germane to global education, like interdependence, conflict, and change. (RM)

A history of law-related education (LRE) and a variety of findings based on a search of the literature are provided. In addition, resources on LRE are described to help readers obtain further information. (RM)

Teachers ought to be doers as well as teachers. A government teacher discusses how participating in the political process helped his teaching. Learning activities are suggested. (RM)

American government should be taught using an experiential approach. Activities are suggested. For example, student representatives to school boards can be given responsibility for researching student attitudes and involving others in interaction with the board and administration. (RM)

Students read a fact situation, identify the constitutional issue, find and analyze the portion of the Constitution that treats the issue, and consider the analysis to be an hypothesis that will be supported or will fail when examined in light of reference material, such as Supreme Court case summaries. (RM)

Eleventh grade U.S. history, as described in the 1981 California History/Social Science Framework, should not be taught using a chronological approach. Instead, the course should be based on selected "regional" focal points and students given the opportunity to study different historical accounts and interpretations of the same events. (RM)

A program for teaching with involvement includes being accessible, ready to listen, and personal, emphasizing the here and now, being a behaviorist, encouraging students to make value judgments, to make plans and to commit themselves to the plans, accepting no excuses, and using no punishment. (RM)

Results of interviews with and observations of 25 master social studies teachers indicated that elementary teachers do not like teaching social studies, the back to basics movement has pushed social studies even further out of the curriculum, and elementary teachers have poor backgrounds in the social studies. (RM)