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Reviews criticisms of the Constance research project on the shift towards conservatism in young teachers' attitudes. Concludes that Hansel's 1985 criticism remains speculative and empirically unsound, and that De Brabander's (1987) theoretical approach does not produce an adequate critique of the Constance questionnaire on teachers' attitudes toward school and instruction. (Author/GEA)

Analyzes the Constance research project on teachers' attitudes toward school and instruction in terms of four analytical concepts which are often used to describe learning. States that these concepts are hardly taken into account by the study, and where they are, the results are questionable. (Author/GEA)

Examines survey and longitudinal studies that focus on West German adolescents' educational and career expectations. Results showed that failure in school, a downgrading in the school career, and an orientation toward educational and vocational careers which failed to meet either parents' or students' expectations resulted in psychosocial stress symptoms, psychosomatic disorders, and parent-child conflicts. (Author/BSR)

Based on the results of an assessment of 241 teaching-learning programs in biology, chemistry, physics, general science (primary level), and informatics, this article discusses possible criteria for the assessment of educational software. Offers suggestions for potential users, for practitioners of teacher education, and for the developers of educational software. (KO)