A brief historical overview of the field of social studies is presented. (PN)

The value of an historical context for social studies is that social studies educators can see themselves as heirs to the past and ancestors of the future; as a discipline whose teaching and thinking and doing will be important gifts to the twenty-first century. (PN)

The article is an overview of the events and ideas shaping the direction and nature of educational research as reflected by articles in the "Alberta Journal of Educational Research" from 1955 to 1979. (Author/SB)

The history of US research universities during the first four decades of the twentieth century is examined. By the end of the 1920s the standard American university of 1910 had been transformed into a new pattern of professional uniformity and institutional diversity. (RM)

A review of the past, the present, and the future offers an enlightening view of literacy in America. A 1967 issue of the "Illinois Journal of Education" has articles on phonics, linguistics, spelling, modalities of learning, disadvantaged children, vision screening and vision training, readiness, Montessori, partnerships between…

The destruction following the Civil War and the attendant educational and financial problems set the South back many years. It was not until the 1920s that a revitalized South witnessed real attempts to build true universities. (RM)

Four trends important to educational research and development are traced, and serve as background for describing the evolving status of educational evaluation. The long-range future for educational evaluation is assessed. (MH)

Developments in educational philosophy since 1945 are summarized. Five expectations which educators have a right to see fulfilled by educational philosophy are given. (JMF)

Interpretations of John Dewey's philosophy by pragmatic and romantic progressivists are outlined and contrasted with Dewey's own writings. (JMF)

Notes that writing centers have defined their goals and unique approaches and that they have gained a sense of permanence and a level of professionalism that has established writing centers as integral parts of writing instruction. Argues that writing centers have experienced growth and expansion but no major swings, shifts, or redefinitions of…

Reviews how the U.S. educational system went from the one-room school of the nineteenth century to the consolidated schools of the twentieth century. Suggests that much of what was discarded then seems to be what educational reformers want to bring back. Discusses the best aspects of the one-room school. (RS)

Points out that issues in performance studies (oral interpretation) such as natural and literary language, performing ideology, and marginalized voices are not only not revolutionary but an extension or a return to traditional concerns of a 300-year tradition. (SR)

Presents the results of a content analysis of 12 representative years of the journal, "Art Education." The analysis was conducted using a modified version of Lasswell's communication model. Results reveal art education trends in the United States. (JDH)

The author reviews American education from World War II to the mid-1970s, identifying seven major developments and briefly discussing 20 innovations. (MT)

Discusses the academic reform movement, counter-culture humanists, the Dartmouth Conference, elective programs, and trends in the teaching of literature, film, and the popular arts. (DD)