After presenting a rationale for the interest in economic attitudes and opinions, this article clarifies distinctions among attitudes, opinions, beliefs, and values and then discusses the measurement of these affective constructs and classroom applications. (CB)

Several characterizations of accountability and the recent trends in evaluation are each presented and discussed separately. The common elements in these two concepts and the differences in point of view are outlined. (JMF)

Problems with the ideological framework of the idea of accountability are discussed in terms of how "technological consciousness" requires that all elements be considered as reducible to objective measurable performance criteria, and that nonmeasurables be considered as "not real." (JMF)

The impact of the accountability movement is examined in terms of the defensiveness which such programs have caused among educators and its emphasis on what schools cannot do rather than what they can do. (JMF)

A conservation ethic seems to be woven into the fabric of Chinese life. (MM)

Three dimensions of humanistic education are used to examine the idea of educational accountability: the systemic-organizational, the interpersonal, and the personal. Implications of the personal dimension of accountability are presented. (JMF)

An ecological model of accountability is presented as an alternative to the traditional "means-ends" approach. The essential differences between the two models in the use of goals are discussed and implications are offered. (JMF)