The basic dynamic core of social change, the adoption and diffusion processes, evolves around an innovation. The tendency to adopt an innovation related to communicability of the innovation, its compatibility with other practices, its publicness, and the reversibility of its effects. (Author)

To explain social change, one must know not only about the aspiration level of individuals or about the resources available in the environment, but the coordination over time, of these two elements in relation to each other. (Author)

Where the traditional view urges the study of what content through what channels will produce what effects on what audiences, we should be studying how societies process information. (Author/MB)

If people and organizations do not change, it must be because the natural drives toward innovation are being stifled or held in check by countervailing forces. Factors within personality and social systems which resist change are examined and recommendations for neutralizing or transforming these factors are summanized. (Author/MB)

Compared with teachers of "conventional" science courses, teachers who attended a summer workshop and then taught Science Curriculum Improvement Study (SCIS) materials tended to increase the amount of indirect verbal influence used at the beginning of the school year, becoming more direct later, and asking more high-level questions (hypothesizing…

Games are described as techniques for structuring a group situation to assist in acquiring cohesiveness. Discussed briefly are the Who Am I Game," the Lemon Game," the Face the Wall Game," and Would This Person Game." (Author/CJ)

Study results suggest that various perceptual styles and stereotypes exist, counselor perceptions may be as descriptive of the counselor as they are of the client, and perceptions may influence interactions between the counselor and client. (Author)

Major differences found were that inner-city teachers talked more about procedural activities, while advantaged teachers talked more about cognitive activities, and that advantaged students had twice as much student-initiated talk as disadvantaged. (RT)