This study used a multimethod research technique to examine the acquisition of key executive skills and attitudes required for success in the international business arena. Following a review of the literature, the report presents the results of responses by a panel of 36 international business experts from Canada, Mexico, and the United States to…

Advances in information technology are changing industrialized societies into knowledge societies. The end of the cold war has promoted development of a global economy. Growing ecological consciousness has necessitated that environmental knowledge become part of all education. As the need to remain competitive increases, a new balance in…

Today, institutional leaders face numerous struggles: intervention from boards of trustees, alumni, and state legislators; decline in financial support from the states; and competition in an increasingly global marketplace. While it is agreed that effective governance structures allow institutions to respond creatively to these challenges, how…

International education is central to Soviet education because of the many different nationalities in the USSR. Students learn about the history and cultures of the Soviet Union, as well as about the history of other nations. Special attention is paid to understanding the causes of war and conditions for peace. (IS)

Characterizes the early modern period in world history (roughly 1500-1800) as one marked by worldwide processes of change unprecedented in scope and intensity. Argues that the society of the Indian subcontinent shared directly in the massive processes of change that influenced societies throughout the world. (MJP)

Presents a thorough and innovative approach to integrating the study of Africa into the social studies curriculum. Profiles a three-part process consisting of preplanning, curriculum planning, and implementation. Utilizes different sources and strategies (literature, global approach, cooperative learning) to create a balanced and accurate…

Identifies a dilemma in moral education in the Republic of Korea. Recognizes this dilemma in the Korean language, family relationships, and schooling in relation to tradition. Explores causes in terms of Korean historical, cultural, and religious foundations. Argues there is potentially serious confusion in Korean moral standards and choices. (CAJ)

Endorses the National Standards for specifying what students should know and be able to do, as well as providing guidelines for demonstrating competency. Stresses that supervisors and teachers, working together and using the standards, can provide a consistent and sequential learning environment. (MJP)

Examines six elementary social studies textbook series for the absence or presence of multicultural perspectives. Identifies Houghton Mifflin and Macmillan as opposite ends of the spectrum. Houghton Mifflin displayed a global-humanistic perspective while Macmillan favored a nationalistic, exclusionary approach. Includes examples from both. (MJP)

Maintains that children's literature provides a rich resource supporting the National Council for the Social Studies (NCSS) national standards. Asserts that many books can be used in the elementary classroom to develop lessons around the 10 NCSS themes. Recommends two or more children's books for each theme. (CFR)

Argues that law-related education should prepare students to be able to debate global environmental issues. Discusses overpopulation, water quality, and species extinction. Concludes that law-related education's critical contribution may be to prepare citizens to balance competing interests and make decisions that promote the common good. (CFR)

Examines aspects of European day care that differentiate it from day care services on other continents, focusing on differences between child development and schooling, the distinction between infants and preschoolers, the place of family settings, professional versus parent perspectives, parents involvement, cultural diversity, decentralization,…

Presents three hypotheses about education: (1) equal opportunity in education is largely a myth; (2) students are often exploited for noneducational ends; and (3) ability is often discriminated against in schooling and life. Discusses each hypothesis and presents supportive arguments. (CFR)

In discussing the human and cultural implications of scientific discoveries and knowledge, the biological concept of carrying capacity is explored. Maintaining that human beings are truly animals answering to principles that govern all animals, the author addresses the need for human populations to work within the context of culture and carrying…

Provides suggestions for creating thematic units for teaching about the voyages of Columbus. Explains that, to promote critical thinking, the activities are organized into the levels of (1) comprehension and conceptualization; (2) causality; (3) validity; and (4) creative extension. Argues that goals should include understanding European and North…