This simple and compact teaching technique is briefly described, as are its procedures, setting and teacher materials. The basic goals and purposes are analyzed favorably in reports from users. (KM)

Nine general observations are drawn from a survey of professors of Latin American Studies. From the reading lists and syllabuses, various approaches, instructional materials, and innovations are noted. (KM)

The large, impersonal introductory political science course is able to meet the individual students' needs by offering three tracks. A basic track is taken by everyone, a second offers open-ended possibilities to superior students; a third allows slower students to be tutored in a study center. (KM)

Students in a political science course were assigned to interview someone who had written a relevant letter for the editorial page of the local newspaper. This was a success in motivating and maintaining student interest as well as accomplishing the course objectives. (KM)

Faculty responsible for the American Government course were surveyed to find the rating of most important topic areas and of top-rated topics, the percentage rating of importance of constitutional and behavioral factors, and of the effects of the course on students. (KM)

A placement director reports his track record for political science doctoral candidates. Procedures and problems for a two year time period are analyzed. Speculation on the future job market is offered. (KM)

Traces three twentieth century approaches to social studies education: citizenship transmission, social science, and reflective inquiry. Common to these approaches is that interpretations and criticism of social institutions, distribution of goods, services, and opportunities in society, and the values that justify them are not fostered.…

Discusses the Hessian General Guidelines for Social Education and the Guidelines for Political Education of North Rhine-Westphalia which have led to curricular innovations since the mid-1970s. Also discusses advantages and limitations of integration of history, politics, and geography or history, politics, and social sciences. (KC)

Argues that social studies educational reforms fail because their goals of promoting active citizenship education through the social studies curriculum are inconsistent with citizenship educational functions of the school. Identifies conditions which encourage and inhibit change and recommends change strategies. (Author/KC)

Reports a study which focused on students' perspectives and the hidden curriculum of the sociology classroom. Results indicate that for most students, sociology did not noticeably exhibit more relevance to the world outside the classroom. The hidden curriculum still claimed high status for knowledge difined by the teacher and a low status for…

Reviews research on social cognition, perspective taking, social conventions, children's views of social institutions, modeling, and altruistic or prosocial behavior. Goals for social education include developing models for social education program evaluation derived from research on social cognition and exploring research methods which recognize…

Discusses social justice in West Germany within the context of the experience of Nazism, the economic disaster after World War II, and the successful development of the economy and welfare state since 1949. Refers to various textbooks and recent empirical studies on the political attitudes of students in West Germany. (Author/KC)

Discusses postwar social studies reform in England in terms of the social studies movement (1940-50), the new social studies movement (1960-70), and the political education movement (late 1970s). Argues that the movements are limited because of their inadequate understanding of the relationship between schooling and society and the nature of the…

Discusses how and why one might want to teach a political science course on the topic of terrorism on the college level. Information is presented on course objectives, organization, relevant literature, and the results of a survey demonstrating the educational effects of instruction on terrorism. (Author/DB)

Suggests that debate training might help correct written and oral communication deficiencies of college students. Discusses a course in debates in public policy with regard to evaluating student presentations before and after the course. Findings indicated that students improved significantly in organization, idea development, poise, and assurance…