Reviews French educational reform projects of the past 30 years, and offers some explanations for their failure. Discusses groups with a vested interest in continuing reform, the lack of national consensus on educational policy, and the discontinuity of political leadership. (34 references) (SV)

Examines the evolution of comparative education and international education, as well as their merger, in terms of a "genealogy" detailing destinations and activities of scholars from the 1930s to the present, primarily in Europe and North America. Discusses a variety of definitions for comparative education and international education. (SV)

Traces the introduction, country by country, of science and mathematics into official curricula. Discusses regional factors that fostered or impeded the movement. Observes that this development was roughly simultaneous and that it began long before the establishment of international educational and lending organizations. (DM)

Tsar Alexander I of Russia created a ministry of public education and promulgated laws to provide elementary and secondary schools and higher education institutions for all classes of the population. The public took a great interest in education and actively participated in the funding of schools at every level. (RM)

Literacy and education did not lower fertility rates in a 19th-century village, Marlhes, located in southeastern France. Reasons why are discussed. (RM)

The most important educational contribution of the Rosa Sensat college in Barcelona, Spain, is its style of in-service teacher training, encouraging teachers to examine deficiencies in their own work to identify the basis for a new approach. The educational history of this teacher-training college founded in 1965 is discussed. (RM)

One of the organizations central to the temperance movement was the Women's Christian Temperance Union (WCTU). The educational work of one Canadian WCTU organization is examined to ascertain the effectiveness of using both the public school system and informal education arrangements to accomplish group goals. (RM)

The 1975 policy decision of the Swedish Parliament to reform universities and colleges followed many official inquiries, particularly the 1968 Commission on Higher Education (U 68), which had tried to solve higher education problems of the 1960s and 1970s. Described is the report of a project that studied the reform's origins. (RM)

The educational history of geography instruction in France from 1870, when it was first taught at the university level, through the 1970s is discussed. (RM)

Reviews the educational reform movement in France during the late nineteenth century which produced one of the most tightly organized, centrally controlled, and pedagogically effective models of elementary education in the world, with emphasis on the role of the Catholic clergy and attempts of the republican regime to uproot clerical influence in…

Kandel's reputation as a giant in the field of comparative education rests upon his magisterial surveys of educational systems in which he developed an intricate pattern of educational, political, historical, and philosophical relationships, with his theme being the relationship between education and the state. (Author/BRR)

The syllabus developed in 1938 for the Soviet Union's curriculum in international legal education is outlined, with a list of references that forms part of the syllabus. The development of the syllabus is also described. (Journal availability: 137 MacDougal St., Room 24, New York, NY 10012, $3.50.) (MSE)

The late 1970s may be regarded not merely as lacking in significant reform in higher education, but also as a period characterized by a loss of momentum in certain ambitious reforms previously initiated. Some reform strategies succeeded and others did not. (MSE)

The author reviews the twentieth-century development of educational sociology as a discipline in Europe and the United States, citing approaches and turning points, as well as major schools of thought and their proponents. (SJL)

This article considers only "academic" educational philosophy in the Scandinavian and English-speaking countries. It attempts to recount the different phases in this discipline's development, laying emphasis on the fundamental features of each phase and on the criticism which the next phase leveled at the previous one. (Author/SJL)