In this article, the authors talk about the relevance of American political science and America. Political science has enormous strengths in its highly talented practitioners and sophisticated methods. However, its disconnection from its host society, while not so severe as for fields like English and sociology, nonetheless poses an existential…

This paper examines issues that K-12 science and social studies teachers need to keep in mind when teaching about nuclear power. The information needs to be presented in as objective a manner as possible. Science needs to become more social oriented. Team teaching should be encouraged. Elementary and secondary inservice teacher education is…

Themes that should be included in an elementary and secondary peace studies curriculum are discussed in this newsletter essay. Social studies teachers must use great discretion as to what topics in the peace studies curriculum are taught at what level. The study of nuclear arms should be included in peace studies at the secondary level. Research…

Low-level content and cheating are two problems that are serious threats to the personalized system of instruction (PSI). The use of behavioral objectives can reduce book-boundness and consequently raise the level of course content. To prevent cheating in PSI courses, rigorous checks on proctor grading must be built into courses. (RM)

This paper discusses an approach to world order studies which can be used to supplant traditional international relations courses. It is one of a series of working papers commissioned by the World Order Models Project (WOMP) in its effort to stimulate research, education, dialogue, and political action aimed at contributing to a movement for a…

Controversial issues should be taught in school. Charles Bailey's and R.F. Dearden's opinions of what makes an issue controversial are critiqued. Bailey accounts for controversial issues in behavioral terms; Dearden advances an epistemic account. (RM)

Argues in favor of including instruction in speaking skills in technical writing courses. Shows how to go about incorporating dialog skills into what is first and foremost a composition course. (RL)

The author regrets the de-emphasis of the past in the social studies. She contends that students' lives are poorer, perhaps even impoverished, without an appreciation of the past and a nodding acquaintance with its heroes and villains. (Author/KC)

Suggests that elementary self-contained classroom teachers be provided with specific statewide content guidelines. The content should be based upon Piaget's theory of cognitive development. (Author/KC)

Cites four necessary components of college courses on adolescent literature: (1) advocating book talks and oral readings as motivation devices; (2) providing review sources and selection aids; (3) discussing ways of using nonbook materials, such as filmstrips and records; and (4) discussing teaching strategies for particular books and types of…

The questions of the range of appropriate offerings for the secondary curriculum is a subject of much debate in Australia. The legitimacy of women's studies is examined, as well as ways in which women's studies might be offered in the secondary school curriculum. (RM)

The introductory sociology course, usually of a superficial and encyclopedic nature, should be replaced by three separate introductory courses of greater depth: (1) macrosociology, the world system of societies; (2) microsociology, the impact of societies on individuals; and (3) mesosociology, students' own society and its institutions. (Author/RM)

Values are unavoidable in every school and in the very fabric of the social studies content. Values education, in its various forms, should be an integral part of social studies and citizenship education. (RM)

Art teachers should view themselves as part of the total organizational structure of schools with art curricula written in the same form and with the same degree of specificity as that of other disciplines. Art teachers must invite scrutiny and use accountability to develop support for their programs. (RM)

Extensive efforts must be made to prepare teachers for teaching effectively in a pluralistic society. The characteristics of the ideal teacher in a system committed to multiculturalism are discussed. The most important components of a teacher education program aimed at improving multicultural education are examined. (RM)