Traces the late-nineteenth-century movement to raise the U.S. flag at public schools, Americanize immigrant students, and inspire patriotism through flag exercises and recitation of the Pledge of Allegiance. Identifies political opposition. Relates this history to the June 1989, Supreme Court decision, stating flag burning was protected under the…

Contends that E. D. Hirsch's book, "Cultural Literacy," is not a work of scholarship but one of dogma and persuasion. Discusses Hirsch's views in relation to democratic values, the national culture, and both public and private education. Concludes that Hirsch wants to retain public education to impose a conservative ideology. (CFR)

Maintains that historical objectivity is a myth and that scholars and teachers should recognize that fact. Asserts that the use of primary sources and oral history focusing on underrepresented groups such as women and minority groups is one way of using subjective materials to achieve objectivity. (CFR)

Discusses the changing role of religion studies in British education as a result of the National Curriculum. Maintains that the interdisciplinary curriculum development has been politicized by the government and the Church of England. (CFR)

Asserts that multiculturalism is an inevitable feature of future curriculum development. Describes four approaches to multiculturalism: (1) attack multiculturalism; (2) escape multiculturalism; (3) transformative multiculturalism; and (4) repair multiculturalism. (CFR)

Examines the premise that experience with computers can fundamentally alter teaching. Contends that the promise of computers and other educational technology is overstated. Presents a case study and summaries of other studies that suggest a teacher's instructional philosophy is a more powerful determinant of computer effectiveness. (CFR)

Describes the origins, development, and activities of the Elementary School Economics Project at the University of Chicago during the "New Social Studies" era of the 1960s. Maintains that the program was compatible with the social science and inquiry-based instructional strategies popular at that time. (CFR)

Discusses the introduction of art and physical education into the curriculum of mass schooling. Explains why the two subjects diffused more slowly than others into educational systems outside the West. Attributes slow diffusion before World War II to the association of these subjects with colonialism. Concludes that relating the subjects to…

Describes the life and beliefs of Jacob C. Meyer, a history teacher of the author. Suggests that although Meyer's lack of publication dooms him to be forgotten, he is in other ways a memorable person. Includes Meyer's education, experience as a conscientious objector during World War I, and efforts at reforming the Mennonite Church. (DK)

Traces the historical development of technical literacy through the establishment of technical institutes in the United States. Relates the development of technical learning to the emerging industrial economy. Explains that instruction required literacy and fundamental mathematical skills. Notes scientific literacy was popularized by magazines…

Asserts that Europe is moving closer to political unity and the Single European Act will promote the professional mobility of teachers. Discusses attempts to introduce innovative models of teacher education likely to lead to greater equality within the teaching profession. (CFR)

Maintains that Canadian scholar, Kieran Egan, developed a schema of childhood development that presents a bold, new approach to the stages of growth, both affectively and cognitively. Describes Egan's views and how the school curriculum must be adapted to correspond more closely to these views. (CFR)

The evolution of the recent discussion of quality assessment and evaluation of teaching in German higher education is chronicled. Concern began in the 1980s over the length of time to degree and has shifted to interest in improvement of teaching quality and overall system effectiveness. (Author/MSE)

Maintains that education is very important in the philosophy of Britain's New Right political movement. Analyzes the New Right's ideas and values that have influenced the Conservative Party's policies toward preservice teacher education. Argues that teacher education policies should not be seen in isolation. (CFR)

Contends that students traditionally have characterized social studies as difficult, uninteresting, and largely irrelevant to their present and future lives. Describes the development and use of social studies learning activity packets. Illustrates how the activity packets are consistent with current trends. (CFR)