This book presents the results and implications of a major new national study exploring the effects of institutional racial composition on African American students' development and their educational outcomes, taking into account individuals' background characteristics, their perceptions of the institutional environment, and their experiences in…

Discusses the three domains of learning (cognitive, affective, and psychomotor) and the use of each domain in writing educational objectives for home economics. Also examines elements to consider when selecting software to foster higher levels of learning. (CT)

Traces the relationship between human development and education through various philosophies. Explores differences in early forms of understanding, the goals of education, and the kinds of knowledge that specific fields require. Encourages a form of apprenticeship to provide students with a model for bridging the gap between scholastic and…

Discusses the historical background of Bloom's Taxonomy. Asserts that the Taxonomy contains elements of sex bias. Describes Women's Ways of knowing along with a comparison of the perspectives and implications of both approaches. (CFR)

Discusses an award winning elementary economics education program at an Atlanta (Georgia) innercity school. Describes the program goal of developing a sense of economic empowerment for each student. Includes information on the program structure, implementation, curriculum, impact, and evaluation. Reports that the program has had a positive effect…

Designed to accompany the Project CONSTRUCT Validation Survey, this booklet begins with an overview that presents answers to commonly asked questions about the project, a process-oriented curriculum and assessment framework for working with children aged three to seven. The remainder of the booklet is divided into three sections which correspond…

This paper discusses the implications of Piaget's theory to science education. The first section of the paper, "What Science Teachers Need To Know: Scientific Knowledge and Its Source," describes three sources of students' knowledge and corresponding educational practices. The second section, "Functions of Intelligence," discusses the concept of…

This bulletin reports the results of a review of research about the educational process used in detention and training schools to identify elements that would assist in adapting law-related education (LRE) materials and strategies to juvenile justice settings. Findings and recommendations are summarized according to the following categories: goals…

Asks the questions (1) what is critical thinking in music?; (2) why is it so important that we engage students in it?; and (3) what does it have to do with music education? Answers these questions and elaborates on the notion of critical thinking as an educational goal and tool. (MJP)

This document provides information about Science Unlimited (SU), the elementary school science effort of the Pennsylvania Department of Education. (The philosophy and characteristics of SU continue the earlier Pennsylvania science program effort entitled Investigative Science in Elementary Education.) The document includes: (1) a list of SU…

Asserts that the development of abstract knowledge and critical thinking skills has been extolled as a primary goal of education. Reviews research in problem solving and other educational endeavors. Maintains that learning abstract solution principles is enhanced when instruction is accompanied by examples illustrating those principles. (ACM)

Contends that instruction at the primary school level should be consistent with the child's development and experiences. Describes how geography's "Five Themes" can be taught using an interdisciplinary approach. Includes three lesson plans divided among concrete, semiconcrete, and abstract levels of cognitive development. (CFR)

Reviews the rationale and evolution of the Writing across the Curriculum (WAC) movement and applies it to college level sociology courses. Suggests criteria for selecting writing assignments to meet specific objectives. Recommends the use of "dialogue notebooks," a modified form of student journals. (CFR)

Asserts that a goal of social studies instruction is to help students make decisions about complicated social issues and that this goal is best accomplished through development of postformal cognitive processes. Defines postformal thought and examines two types: relativistic and dialectical. Shows how postformal thought can be promoted through two…

This document contains plans for 31 lessons intended to develop thinking skills using library media center materials primarily in the areas of language arts and social studies. Designed for various grade levels in the K-12 range, each of the lessons contains the following components: (1) behavioral and thinking skills objectives; (2) desired…