The use of the word "values" in educational writings is explored. The precise meaning is obscure because authors such as Dewey, Gardner, and Silberman use the word differently. Definitional problems are too numerous to allow for one definition, but the meaning can be made clearer by conceptualizing general categories of values. (VM)

Describes two activities designed to help students evaluate potential definitions of learning. The first activity involves discussion of 10 events which may or may not be learning experiences; the second is a computer program that simulates problem solving and appears to fit most definitions of learning. (Author/GEA)

Reviews articles defining the social studies. States that social studies lacks integrity as a separate field in its own right due to its broad aims. Proposes that the social sciences be used to provide constraints on the aims of social studies. Provides examples of aims limited by scholarly parameters for selected social sciences. (JDH)

This article (1) discusses the characteristics of discipline-based art education; (2) compares these characteristics with those of current practice in the public schools; (3) examines the national standards for art teacher education programs; and (4) makes recommendations for changes in art teacher education programs. (Author/RM)

Addresses the need for a theoretical analysis of the peer tutoring process by discussing: definitions of the process, the psychological and educational processes in peer tutoring as a learning and teaching experience, and the conceptualization of peer tutoring as a cooperative social system and a group reward structure. (Author/ABB)

The author cites the need for defining and measuring quality of life and personal life satisfaction for individuals with mental retardation, asserting that the American Association on Mental Deficiency should assume a leadership role in this effort. (CL)

Explicates a definition and theory of "aboutness" and aboutness analysis developed by text linguist van Dijk; explores implications of text linguistics for bibliographic classification theory; suggests the elements that a theory of the cognitive process of classifying documents needs to encompass; and delineates how people identify…

Examines three conceptual and methodological problems characteristic of research on patterns of aging in rural versus urban environments. These include (1) lack of consistency and clarity in definitions of rurality and in the application of those definitions and (2) inconsistency in the way in which rural-urban comparisons are made and…

Describes floppy-disk and hard-disk based networks, electronic systems linking microcomputers together for the purpose of sharing peripheral devices, and presents points to remember when shopping for a network. (MBR)

Discusses the history of human ecology, providing a definition of this area of study. Also discusses human ecosystems as applied ecology and the values and ethics of the human environment. (JN)

Provides a basic definition of the systems approach and explains the school as an open social-technical system composed of five subsystems--goals and values, technical, psychosocial, structural, and managerial. Contrasts the systems approach with earlier management theories that emphasized particular subsystems and ignored others. (JHZ)

Examines a variety of metalinguistic tasks in terms of cognitive and linguistic prerequisites to their solutions. Argues that conceptualizing metalinguistic ability as reliance on (1) growth in analysis of knowledge of language and (2) increased control over cognitive operations makes it possible to relate metalinguistic ability to other language…

Trainers need to know how to identify and control silence as an important cue in nonverbal communication. A categorization of the types of silence in trainer behavior most frequently observed includes set and closure, wait-time, pause-time, discipline or control, confusion or disorganizational, transitional, humorous, and interactive silence, and…

Suggests teachers consider a microworld design for facilitating LOGO environments in their classrooms; defines microworld; discusses three stages of microworld design; and describes four levels of progressive involvement in the programing aspects of LOGO in which teachers must participate--learning colleague, programer, designer and consultant,…

Examines various approaches that have been taken to promote literacy and makes a plea for more research to clarify issues that will permit more useful definitions of literacy and more productive approaches to developing and enhancing literacy among youth and adults. (HOD)