First determines why evaluation is necessary and then discusses the roles and goals of evaluation. (RK)

Author writes an open letter to Shirley Williams, about the omission of environmental education from curriculum discussions. (Editor/RK)

Traces the origin of the Values Clarification movement in education in Carl Roger's clien-centered therapy and exposes its unwarranted extreme ethical stance. Examines a model episode of values clarification and shows how the theoretical confusions of the Values Clarification proponents are reflected in their actual teaching strategies. (Editor/RK)

Attempts have been made by Rabinowitz, Mandler, and Patterson (AA 527 084) to show that both recall and recognition involve the accessibility of individual words. Their recall tests preceded recognition tests, or vice versa, thus contaminating each other; a fresh experiment is presented to confirm that this is so. (Editor)

Several studies, developed by the authors, indicate that persuasive-arguments theory by itself is an adequate explanation of polarization. Sanders and Baron (AA 526 863) criticize this research. Here the authors answer their critique. Relevant portions of the standard literature are reviewed to demonstrate that social comparison is neither a…

Provides some suggestions for translating multicultural education theory into practice after discussing the need for implementing multicultural education and bilingual instruction for all United States citizens. (Author/RK)

Author claims that the essential antecedents of reading consist of two cognitive insights: that written language is meaningful and that written language is different from spoken language. He argues that current instructional practices may hinder the learning of these insights and suggests ways in which parents and teachers may help children to…

Details an investigation designed to test the validity and endurance of message discrepancy-attitude change relationships in a field setting. (MH)

Discusses a study designed to investigate the relationships between vocal activity level and interpersonal attraction, perceived credibility, perceived homophily or interpersonal similarity and perceived power or ability to influence. (MH)

Discusses ways to define, describe and evaluate plain style. Provides results of T-unit and stylistic analysis of several authors, including Orwell and Swift. Distinguishes between scientific ideals of plain style as depersonalized clarity and plain style essayists' cultivation of personal voice. Applies theories of F. Christensen and J. Williams…

Contends that J. L. Austin's speech act theory can supplement classical rhetoric because it conserves the essentials of a rhetorical vision of language, defends that rhetorical view against the traditional attacks on it, yet is also free of several aspects of classical rhetoric that are now outmoded. (SKC)

Explores the response of the CIA to public criticism when caught in the dilemma of having to put forth information to the public about its activities and yet carry out secret intelligence-gathering and covert operations. Concludes that its response, attempted cover-ups and censorship, failed due to this conflict in its position. (JC)

Examines the use of evidence in arms negotiations. Demonstrates how evidence is systematically processed to match prior beliefs. Shows public debate to be an exercise not likely to contribute much to new arms settlements. (MS)

Constitutional law is a good way to introduce students to fundamental debates over means and ends, over what means work and at what costs, and over what ends are not merely desirable, but may be legitimately achieved even through the application of collective force. It also offers an exciting way to teach logic. (MLW)

Examines Monsignor John A. Ryan's advocacy on behalf of social reform between 1892 and 1945. Argues that Ryan took the roles of priest, prophet, and politician, and that each of these roles called forth its own distinctive form of argumentation on behalf of social change. (JK)