Titles reviewed are: Criticism, Conflict, and Change; Education: Mirror and Agent of Change; Education for What? Readings in the Ends and Means of Education; Education in America; Foundations of American Education; Foundations of Education in America and, The Teacher in a Democratic Society. (DB)

Reviewed are: The Changing Sixth Form in the 20th Century, by A. D. Edwards; The Development of Education in East Africa, by John Cameron; and, Education and Modernization in Asia, by Ron Adams. (DB)

Reviewed are: Educational Psychology, by Walter B. Kolesuik, and Fundamentals of Educational Psychology, by John F. Travers. Both Texts are intended to be comprehensive. (DB)

Four texts are reviewed: a compilation of essays on Canadian education; a collection of primary and secondary materials on Western education; a biography of Simon Bolivar as an educator; and, a collection of essays by Samuel Hartlib and John Dury from 17th century England. (DB)

This paper discusses the inclusion of sociology in the British teacher education curricula as a challenge to the discipline itself and to major proposed changes in higher education. (Author/JR)

The structure of teacher education programs in Great Britain is reviewed. Emphasis is placed on combining theory courses within the practice oriented curriculum. (DE)

Reviewed are: Research in Education by John W. Best, and Research Methods and Design for Education by J. H. McGrath, both written for graduate level courses. (DB)

Texts reviewed include collections of essays by Theodore Brameld, two compilations of excerpts from philosophical writers, the ASCD's 1970 yearbook, and two booklength essays on higher education and Christian education. (DB)

Eight texts are reviewed. All focus on educational Problems, ranging from the narrower ones of urban education and career choice to broader concerns such as the social order and socialization. (DB)

A conflict exists within schools of education over the content of foundations courses: should they stress the relationship of education to society, or should they focus on developing the sophistication of the teacher? The authors recommend that social researchers in education examine problems of learning motivation, instructional processes, and…

Argues that highly theoretical sociology content should be excluded from teacher education curricula and should be replaced with practical work in curriculum development, materials production, and classroom research. (Author/AV)

Asks how teachers view the introduction of mentorship programs to the training of teachers at English universities. Finds that teachers are committed to the mentorship program's principles, the belief that schools and universities should work together in mentoring, and the need for schools to adopt a whole-school approach to teacher education.…

A comparative and global perspective is necessary within the introductory social foundations component of teacher education. Reasons include students' minimal knowledge about the role of education in society and their high interest in social foundations when a comparative and global dimension is added. Journal available from College of Education,…