Summarizes a study in which 83 social studies educators in Virginia were given a 45-item questionnaire to determine differences as to the purpose, method, and content of social studies education. Results indicated general confusion among social studies educators regarding these issues. Implications of these findings are discussed. (Author/DB)

Report of a survey measuring the impact of student participation in political problem solving via community action projects. Concludes that projects do stimulate political knowledge and future participation of students, but to be successful they require teacher and administrator willingness to assist with projects that students perceive as…

Presents a state-of-the-art review of educational testing problems and programs with regard to determining the political knowledge of students in elementary and secondary schools. Concentrates on examining and critically reviewing test instruments. (Author/DB)

The Canadian article presents a rationale for including citizenship education in special classes for retarded students, and outlines some citizenship objectives for the retarded. (DLS)

The "Journal of Educational Research" has reflected educational and social changes for 80 years. A survey of articles since 1945 reveals the effect of sociocultural developments, new inventions (television), world affairs, and educational innovations such as team teaching on education in general and social studies teaching in particular.…

This column examines some recent media materials for middle and high schools on federal, state, and local government; the legislative process; the presidency; the judicial branch; elections; and citizen participation. Complete ordering information is included. (Author/SJL)

Offers a five-point program for community education (based on a fluid definition in a British context) which involves school and community education, civic education and participation, community action, public education campaigns, and community relations. (LAS)

Argues that writing teachers and scholars need to build a public sphere in which their students can imagine themselves taking a role as a writer. Suggests that the sphere is always constructed and that it cannot, in present society, be unitary. Illustrates such a sphere by examining President Bill Clinton's construction of a public sphere in his…

Discusses the new beginning of the school year, the new nationalism following the September 11, 2001 terrorist attacks, and the role of the school library media specialist in recognizing the importance of information in a democratic society. Provides Web resources related to civic education. (LRW)

Focuses on the book "Civic Illiteracy and Education: The Battle for the Hearts and Minds of American Youth" (John Marciano) and Marciano's stated views. Explains that the book offers a starting point for addressing the state of civic education beyond the information gleaned from test scores. (CMK)

Describes a Student Advisory Council which was established to address the problems of the Cottage Lane Elementary School (Blauvelt, New York) and its students. Contends that through this participatory activity, students are learning how to solve public problems. (SLM)

Describes the real-world impact on a class of fourth graders of a civics lesson about constitutional government taught by high school students. (SR)

Argues that high school American government classes should teach students the realities, not just the ideal, of government and politics in the United States. Gives suggestions for how to teach about elections, Congress, and economics and political parties. (SR)

To encourage civic virtue through civic education, the best means is through firsthand study of the nation's founding documents, which incorporate a philosophical teaching concerning human nature and civil society that is the antithesis of Marxist teaching. Suggestions are made for a curriculum that explains equality of opportunity. (SLD)

Responsibilities of schools in civics education begin with teaching the fundamental principles of democracy. A second responsibility is to make democratic ideals the foundation on which the school culture is founded, and a third is to provide a way for students to apply their knowledge through practicing democracy in the schools. (SLD)