Three sociological models or theoretical "templates" for the analysis of social order are outlined: (a) the order-consensus model, (b) the conflict model and (c) "interactionist" models. Discusses how each model can be applied to what is here called "educational redress." (Editor/RK)

In its need for educational reform, Western Germany planned the establishment of a central agency for the planning and documentation of curriculum research and development. This article discussed that agency and the development of RECs. (Author/RK)

Article examines the organizational aspects of schooling and illustrates future developments in schooling with the intention to stimulate critical thinking on the subject. (Author/RK)

In this paper the main focus was placed on the relationships between three educational branches that exist at the local level as well as their relationships with the surrounding environment. (Author)

Clarifies the concept of development, briefly discussing three historical periods of development education. Contrasts "split-knowledge" and "holistic" paradigms of modern science. (RH)

Suggests that four interrelated features of contemporary teacher education programs should be developed if good teachers are to be attracted to and retained in remote rural schools: field-based preparation, teamwork in training, community support of training and the recruitment and preparation of local teachers. (Author/RH)

Presents a general description of curriculum studies made in the sociology of education and comparative education in the past decade. Discusses structural/functional studies, studies in the "new" sociology of education, and ethnomethodological studies. Argues that ethnomethodology provides the most heuristic approach to curriculum…

The Barrio (now Barangay) High School movement was started in 1964 to contribute to rural development by helping unemployed primary school leavers to continue their education. This article gives some details on tbe original Barangay High School at Bactad and discusses the benefits of this community-sponsored educational movement. (SJL)

The theoretical framework proposed here treats political alienation as a normal outcome of the incompatability between egalitarian goals and social inequalities in democratic systems. The framework is applied to the role of education in the United States, a stable democracy, and in West Germany, an emergent democracy. (Author/SJL)

The author outlines Kohlberg's stage theory of moral development and points out some of its questionable consequences for education. He discusses discrepancies found to date in the empirical evidence. Finally he proposes a new interpretation of Kohlberg's model and suggests some of its educational consequences for home and school. (Author/SJL)

The author reviews and critiques C. E. Beeby's four-stage model of change in the primary schooling of developing nations. Beeby's reply follows on pp439-44 and the author's response on pp445-49. A related article by Beeby appears on pp451-74. (Editor/SJL)

The author indicates the changes he would make to his book "The Quality of Education in Developing Countries" (1966) if he were rewriting it in 1980. For further discussions of his stage theory of change in the primary schooling in developing nations, see pp411-49 of this issue. (SJL)

An EIPOL grid which combines five major dimensions of a broad-based evaluation system with different steps of a project cycle provides a basic operational framework for designing and adopting a more functional system of reform evaluation. (Editor)

This paper explores the concepts of "community" and "community education," traces the growth of different models of community education in the United Kingdom, and highlights some of the issues, weaknesses, and problems arising from its development. Two separate movements, evolutionary and revolutionary, are…