The author predicts that the affective movement in education will subside because the proponents of the movement have failed to develop curricula and other materials for potential practitioners outside the movement. (HD)

Discussion of educational objectives rests on the unsubstantiated assumption that educators have valid and reliable means of determining outcomes. Most of what goes on in teacher training programs today is based upon what the instructor believes "should" happen and not what "has been shown" to happen. (HD)

Because activity in the classroom is the primary focus of educational research, and because teachers are critical about the dissemination and implementation of research products, developers must take into account the growth and development of instructional personnel. Educational development is a multidimensional, transactional phenomenon and must…

This article discusses the interaction between language acquisition and logical reasoning. Whorf feels that language is ascendant over thought, whereas Piaget holds that language is the servant of thought. The relationship remains unclear. It is stated, however, that, at least, linguistics have assisted teachers by "demythifying" language…

This article discusses problems with logical reasoning in science education, especially as they affect curriculum. Especially noted are the translation of psychological knowledge into curricular plans and the concept of a philosophically oriented framework. (JA)

This article reports one search for factors or conditions shaping the child's growth in logical ability. The search indicated the existence of a relationship between the quantity of teacher talk that contains the language of logic and the change exhibited by students. Implications for classroom practice are discussed. (JA)

Problems in logic evident in the writing of history by contemporary historians as seen by Thompson are equivocation, false cause, anachronism, presentism, division, and composition. (JA)

The author uses Piaget's theory of child development to create directives for the general development of logical thought in elementary education and for reading instruction in particular. (JA)

This article speculates on using games to explore the logical thinking not only of the participant but of a variety of sets of people. It considers the thinking of participants and spectators and the play of individuals who had been prior spectators or players and those who were not. (JA)

Authors describe the development of the Oakland County (Michigan) Curriculum Council. (CB)