In examining the role of values in the curriculum, the author raises four problems: (1) Can one justify trying to change student values at all? (2) Can one justify one particular set of values? (3) Can one demonstrate the occurrence of change in student values due to the educational factor? and (4) Can one measure student values? The goal, in…

This paper was commissioned to develop new perspectives on the evaluation of the National Assessment of Education Progress (NAEP) for Citizenship and Social Studies. It criticizes the assessment model and advocates three new approaches to evaluating social studies education: a comparative approach with direct international comparisons of programs…

A reliable instrument was developed to assess the value orientations of individuals toward four basic epistemological dimensions concerning the perceived nature of knowledge, the learner and learning activity, and the purpose of schooling. Earlier research has shown these four dimensions discriminate between curriculum materials and instructional…