Demonstrates the need for teaching strategies that incorporate the concepts of power and freedom into existing courses. Identifies classroom environments that enable students to make choices as beneficial and describes some strategies for promoting a more democratic classroom. (AEM)

Montessori believed that preschool children were capable of practicing an elementary form of democracy, could direct their own learning, and discipline themselves. How preschool teachers can adapt Montessori ideas to regular classroom instruction is discussed. (RM)

Reports contemporary data concerning the fear of nuclear war among Americans of different age groups. Identifies recent efforts to educate K-12 students about the threat of nuclear war. (JDH)

Describes an informal discussion between a museum docent and a group of students visiting the museum. Compares the instructional strategies used in museum education and the regular school classroom. Concludes that students would gladly take responsibility for their own learning if textbooks and curriculum guides did not constrain them. (CFR)

Summarizes "Generation X Goes to College" (Peter Sacks, 1996) and critically discusses its main points. The role of postmodern culture and its effect on education form the core of the discussion on contemporary students' approach to higher education. Notes the roles that teachers must play in this new educational environment. (DSK)

Maintains that a survey of beginning social studies teachers would probably show that their major concern is classroom discipline. Discusses discipline-related issues such as why do students obey rules, what actions should be taken, and discipline strategies. (CFR)

Describes the evolution of Howe's teaching style from a reliance on textbooks and lectures to the active involvement of students in the learning process. Stresses the importance of teaching transferable skills, such as writing and test-taking, and building an active learning environment which focuses on process as well as content. (GEA)

Traces historical precedents of values development and citizenship education in the United States and Canada. Proposes a framework for democratic values education. Explores teaching methods and classroom environments that promote democratic citizenship education. Exhorts social studies educators to integrate teaching and learning in citizenship…

Assesses critical thinking teaching models, including skill development, problem-solving, logical thinking, multiaspect, and information processing approaches. Stresses creating open classroom environments where critical thinking that fosters effective, thoughtful decision making can flourish. Argues that teaching can and should be less…