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The Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) project was a European policy experiment funded by Erasmus+ between 2017 and 2019. The EVALUATE consortium trained teacher trainers and organised virtual exchanges which involved over 1,000 student teachers at over 34 initial teacher education institutions in Europe and beyond. Following the successful capstone conference of the EVALUATE project in September 2019, a number of colleagues answered our call for submissions to the proceedings. The articles you find here provide a window into the multifaceted contributions not only to the conference, but to the field of telecollaboration and virtual exchange at large. We hope you enjoy finding out about the many different ways in which our colleagues engage with this innovative pedagogical approach that combines the deep impact of intercultural dialogue and exchange with the broad reach of digital technology. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This issue of the "Bank Street Occasional Paper Series" seeks to grapple with the complexity of patriotism, particularly in relation to its workings in the lives of teachers and students in schools. Like it or not, schools teach (about) patriotism implicitly if not explicitly. Therefore, much consideration needs to go into what schools should teach about and how they should enact patriotism. Patriotism is neither simplistic nor arcane, two common tropes. Rather, it is dynamically messy and as relevant as ever, in the present moment of rising populist and nationalist sentiments in the United States and across the world. As the pieces in this issue show, patriotism--and the learning and teaching of it--is complicated and contested, loved and hated, seemingly straightforward but entirely complex. Contents included: (1) Learning and Teaching the Complexities of Patriotism Here and Now (Mark T. Kissling); (2) "That's Quite a Tune": An Interview with Bruce Springsteen (Mark T. Kissling); (3) Loving America with Open Eyes: A Student-Driven Study of U.S. Rights in the Age of Trump (Margaret Nell Becker); (4) Patriotism and Dual Citizenship (Patricia Gándara); (5) Fostering Democratic Patriotism through Critical Pedagogy (Hillary Parkhouse); (6) On Patriotism (William Ayers); (7) This Is about Us: Toward Democratic, Patriotic Pedagogy (Samuel J. Tanner); (8) Military Patriotism and the JROTC (Jenna Christian); (9) Constructed Patriotism: Shifting (Re)Presentations and Performances of Patriotism through Curriculum Materials (Nina Hood and Marek Tesar); (10) Patriotism for People in Diaspora Is Love of Humanity (Ming Fang He); (11) A Love-Hate Relationship: Personal Narratives of Pride and Shame as Patriotic Affects (Mark Helmsing); and (12) Patriotism? No Thanks! (Madhu Suri Prakash). [Individual articles contain references.]

The paper presents an overview of moral/citizenship education (MCE) in public schools and suggests alternative approaches to MCE. The paper is presented in five major sections. Section I explains that MCE comprises moral education, moral training, citizenship education, and citizenship training. The author hypothesizes that current interest in MCE is an aftermath of Watergate and counterculture activism in the 1960s. Section II outlines conditions governing MCE programs in public schools. Limitations to program development include heterogeneity of values and life styles, discrepancy between classroom teaching and informal learning, and discrepancy between educational objectives and community-accepted behavior. Section III suggests conditions which would make MCE programs acceptable in the community and in educational circles. For an MCE program to be generally acceptable, it should include a minimum of arbitrary content, practice in moral problem-solving, and instruction about values. Section IV explains how to develop and evaluate MCE curriculum. The final section briefly considers two other approaches to MCE. The first approach combines elements of values clarification, moral decision-making, and group interaction; the second approach encourages each school to select the program that best meets its educational and community needs. (DB)

This monograph contains five papers concerning political education in Canada. Chapter 1, "Political Education and the Teaching of Politics," considers the historical and philosophical connections between education and politics. Chapter 2, "Civics, Citizenship and Politics: Political Education in the Schools," explores definitions of political education and various approaches to achieving it. The socio-political impact of schools is discussed in chapter 3 in "Political Education or Political Socialization: The Role of the 'Hidden Curriculum'," while chapter 4 focuses on "Morals and Values in the Schools: Citizenship and Moral Education." Chapter 5, "Teaching Strategies and Political Education," outlines recent approaches to teaching about politics that lead to increased participation and competency. They include utilizing: (1) conceptual models; (2) issues or concepts; (3) case studies; (4) discovery and inquiry strategies; (5) a broadly defined concept of politics; (6) conflict studies; (7) experiential learning methods; (8) political action and participation; (9) politically relevant attitudes and values; and (1) life-long learning strategies. (JHP)

This volume contains selected papers submitted to the 17th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2019 in Pomorie, Bulgaria. The 17th BCES Conference theme is "Glocal Education in Practice: Teaching, Researching, and Citizenship." Some selected papers submitted to the pre-conference International Symposium on "30 Years since the Fall of the Berlin Wall" are also included in this volume. The book includes 34 papers written by 69 authors from 20 countries. The volume starts with an introductory piece by the keynote speaker Ewelina Niemczyk. The other 34 papers are divided into 7 parts: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; (6) Research Education & Research Practice; and (7) Thirty Years Since the Fall of the Berlin Wall: Educational Reforms Worldwide. Glocal education is the main term in this volume discussed from theoretical, methodological and empirical points of view. Most papers directly or circuitously refer to glocal education in teaching, learning, researching, and citizenship. Different profound and well defended opinions on glocal education can be seen in the volume. After viewing all papers in this volume, readers will likely consider it a valuable source for interesting studies on various educational problems in the light of globalization, localization, internationalization, and glocalization. [For Volume 16 proceedings, see ED586117.]

This volume contains 14 essays and commentaries on youth development penned by educators, policymakers, and leaders of youth development organizations. The papers, written to commemorate 10 years of American Youth Policy Forum's service, were originally presented at a forum in Washington, D.C., in January 2003. Following are the papers: "Genesis and Retrospective" (Samuel Halperin); "High School Reform: Common Standards, Flexible Pathways" (Robert B. Schwartz); "Choices Within a Strong Academic Framework" (Gene Bottoms); "The Fading Promise of Standards-Based Reform" (Warren Simmons); "Another Argument for Higher Academic Expectations" (John F. Jennings); "New Pathways to Civic Renewal" (Alan Casey and Michael Brown); "First: Grow Service-Learning" (James Kielsmeier); "Service as a Strategy for Youth Development" (Shirley Sagawa); "Flip the Script: Self-Sufficiency and Fulfillment for All" (Dorothy Stoneman); "Opportunities to Build Supporting Structures" (Karen Hein); "Making Sure There Are No Cracks" (Andrew B. Hahn); "Building One System for Youth Development and Opportunity" (Hilary Pennington); "Dismantling the Schools-to-Prison Pipeline" (Christine Sturgis); and "Putting the Will Behind the Vision" (Wendy D. Puriefoy). (WFA)

"Skill is laying the foundation for a brighter India. As John Ruskin puts it, "Skill is the unified force of experience, intellect, and passion in their operation." "Nation Building" is a herculean task that involves the government of the land, private and public institutions, industries, organisations, and every citizen there, holding accountability of its development inch by inch. India faces enormous problems in practically every aspect of national life as a young democratic nation with a multilingual, multicultural, and multiethnic population. Poverty, illiteracy, unequal and underdeveloped growth of diverse segments of the country, and insufficient infrastructure in educational and training institutions are all impeding the country's development. The insufficiently skilled workforce is unable to assume greater responsibilities in the development of a better nation. In India, there is now a scarcity of highly trained and skilled educators. Both in India and overseas, there is a considerable need for all levels of skilled labour, including semiskilled, skilled, highly skilled, and highly skilled with specialisation. An estimated 65 percent of workers in India are aged 15 to 59, with an average age of 29 compared to China and other OECD countries. Approximately 335 million people are currently employed in the United States today. They are largely uneducated and have little or no experience. Approximately 59 million of the 70 million predicted to enter the market will be in the 15 to 30 age category. For the development of our country, reskilling, up-skilling, and conceiving and generating ways and means for national and international labour mobility, as well as mitigating the low contribution of women labour force, are all critical. Our youth will be more competent if we place a higher value on skill development. To address all of the concerns of globalisation, knowledge explosion and distribution, and skill development competition, the Indian government has launched a number of initiatives, including Skill India, Digital India, Startup India, and Make in India. Many groups are attempting to improve people's skills. (a) Directorate General of Training (DGT), (b) National Skill Development Corporation (NSDC), (c) Indian Institute of Entrepreneurship (IIE), (d) National Skill Development Agency (NSDA), (e) National Skill Development Fund (NSDF), (f) National Institute of Entrepreneurship and Small Business Development, g) Skill Sector Councils, (h) ICT Academy, and respective State Skill Development Corporations. To impart and upgrade abilities, numerous organisations and universities offer a variety of certificate, diploma, and postgraduate diploma courses. TNOU also provides a variety of skill-based courses. The aspiration and ambition of the Indian Government is to make India the world's "Skill Capital." We/the editors consider it a privilege to have compiled this book titled "Nation Building through Skill Development," which contains contributions on a wide range of subtopics on various elements of skill development explored by a diverse group of authors from around the world. Choosing the chapters was, indeed, a difficult task. Original papers with less than 10% plagiarism were chosen for publication. For the publication of this book, forty-one essays were chosen. We/the editors would want to express our gratitude to everyone who submitted a chapter. The contributions that were not included in this publication are in no way considered rejects. We/the editors express our gratitude to Prof. Dr. K. Parthasarathy, Vice Chancellor, Tamil Nadu Open University, for entrusting us with this task. We/the editors would also want to express our gratitude to all those kind individuals who have worked tirelessly to bring this book in black and white. [This book was published by Tamil Nadu Open University.]

Citing Aristotle, Franklin and Einstein as proponents of a broad, liberal-arts education, Finn and Ravitch promote the need for liberal learning as preparatory to the civic life needed for a well-functioning democracy. Drawing together the work of a number of educators, the editors have organized this volume in two sections. Part I, Liberal Learning: Its Value and Future, includes three papers that advocate both for liberal learning, and for a common curriculum. Part II, Restoring Liberal Art to the K-12 Curriculum, features eleven explorations of how to expand liberal learning by improving accountability systems, teacher training and education delivery. Maintaining that their support of liberal learning is well-documented, the editors conclude the volume by noting four opposing trends: (1) Gradual extinction of liberal learning in higher education; (2) Standards-and-Accountability movement focused on basics skills; (3) Support for math and science and the expense of the rest of the curriculum; and (4) Widening achievement gaps. Finn and Ravitch envision a future in which liberal education is so restricted as to create a less informed and less engaged populace, to the detriment of a democratic society, Recommendations to reverse this trend are appended under four headings: (1) Standards, Assessments, and Curriculum; (2) Teacher Education, Professional Development and Compensation; (3) Choice and Innovation; and (4) Public Engagement. This book begins with an Introduction: "Why Liberal Learning," by Chester E. Finn, Jr., and Diane Ravitch. It then divides into two parts and fourteen chapters. Part I: Liberal Learning: Its Value and Future, contains: (1) Pleasure, Beauty, and Wonder: The Role of the Arts in Liberal Education (Dana Gioia); (2) What Do They Know of Reading Who Only Reading Know?: Bringing Liberal Arts into the Wasteland of the "Literacy Block" (E.D. Hirsch, Jr.); and (3) W(h)ither Liberal Education?: A Modest Defense of Humanistic Schooling in theTwenty-first Century (David J. Ferrero). Part II: Restoring Liberal Arts to the K-12 Curriculum, contains: (4) Testing, Learning, and Teaching: The Effects of Test-based Accountability on Student Achievement and Instructional Time in Core Academic Subjects (Martin West); (5) Is A Default Curriculum in High School A Good Strategy For Promoting the Humanities? (Matthew Gandal, Michael Cohen, and John Kraman); (6) Time in School: Opportunity to Learn (Kate Walsh); (7) The Case for Broadening Veteran Teachers' Education in the Liberal Arts and What We Could Do About It (Sandra Stotsky); (8) Do We Need Strong Liberal Arts Curricular Materials?(Joan Baratz-Snowden); (9) Preparing Teachers to Teach the Liberal Arts (David Steiner); (10) Expanding Access to Liberal Education in Public Schools: The Promise and Perils of Charter Schools and In-District Choice (David J. Ferrero); (11) Virtual Education and the Liberal Arts (John Holdren and Bror Saxberg); (12) Instructional Time and Curricular Emphases: U.S. State Policies in Comparative Perspective (Aaron Benavot); (13) Comfortable With Big Ideas (John Backus); and (14) Excellence for Its Own Sake (Matthew Bogdanos). (Contains 18 tables and 3 figures.)

This book contains four papers, each a chapter, that share in the discourse of Paulo Freire and provide varying perspectives on the ways to advance social transformation and achieve a politically literate citizenry as a democratic enterprise. The following four papers are included: "Exploring the Limits of Participatory Democracy: Prudent and Decisive Use of Authority in Adult Education" (Ian Baptiste); "Adult Learning and American Political Debate: Achieving Political Literacy Today" (Ronald Aronson and Karen McDevitt); "A Delicate Balancing Act: Adult Education in South Africa" (James B. Stewart); and "Democratization and Adult Education in Africa" (Kassu Gebremariam). An introduction by the editor, Daphne Ntiri, provides an overview of the papers and the viewpoints of the research. Each paper contains a list of references. (KC)

This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education. The collection of papers offers teacher educators' thoughts about ways to enhance the usefulness of service-learning in preservice teacher preparation. The book is grouped into five main parts. Part 1 deals with theories, standards, and principles of practice. Part 2 includes several research studies and reviews as well as a suggested framework for further research and development. Part 3 explicates 11 different approaches to implementing service-learning in teacher education in the form of case studies. Part 4 deals with administrative and organizational arrangements as well as issues surrounding the teaching of service-learning, diversity, and assessment. Part 5 presents thoughts for the future from one of service-learning's long-standing adherents and researchers. It also includes an annotated bibliography. Three appendixes include: standards of quality for school-based and community-based service-learning; tools for teaching the pedagogy of service-learning; and contributing authors. (Papers contain references.) (SM)

This booklet contains 10 papers addressed to teachers wishing to make the case for service learning through action research on their own service learning programs. "Introduction" (Jay Smink) examines the need for teacher-based action research and evaluation. "Connect Service with Evaluation for Good Learning" (Robert D. Shumer) explains the inherent relationship between service learning and evaluation. "A Model of Action Research for Practitioners" (Irving H. Buchen) details a model for the five stages of action research: topic selection, research design, data collection and analysis, formulation of findings and conclusions, and communication and dissemination of results. The various stages of the action research process are examined in detail in the following papers: "Early Questions to Ask in Planning Action Research" (Yolanda Yugar); "New Paradigms for Evaluating Service-Learning" (L. Richard Bradley); "Innovative Measures for Evaluating Service-Learning" (Carol G. Weatherford); "Data Analysis Is Fun and Easy" (Susan Root); "Writing with the Audience in Mind" (Carl I. Fertman); "Sharing What We Learn" (Carl I. Fertman); "Involving Students in Evaluation" (Robert D. Shumer); and "Make the Case for Service-Learning" (Marty Duckenfield). Contains 16 general service learning resources, 2 related resources, and 10 references. (MN)

This collection includes three perspectives on "full service schools" and "school linked services." The first paper, "Schools and Social Change" by (Joan Kirner), highlights the role of Full Service Schools in Australia in recreating a sense of community in the face of global change and global decisions. This paper outlines the prerequisites for educational change. The second paper, "Linking Services, School Reform, and Community Development" by (Dev Mukerjee), suggests that a full service school approach should join school reform, interagency collaboration, and community development to reduce educational disadvantage. The third perspective, "Full Service Schooling for Full Citizenship from Theory to Practice" by (Robert Semmens and Helen Stokes), explains how Full Service Schools can be introduced in ways that enable students to become active and independent citizens. Each paper contains references. (SLD)

This book contains 13 papers on the socioeconomic development, legal, gender, philosophical, and human rights dimensions of state governance within the context of social, economic, and political processes in Sierra Leone and Kenya. The Political Literacy and Civic Education (PLACE) Project, which was sponsored by the British Overseas Development Administration through the International Community Education Association, is credited with being the book's catalyst. The following papers are included: "Foreword" (S.K. Tororei); "Antecedents of the PLACE Project"; "Conceptualising Civic Education" (S.K. Tororei); "Reflections on Community Education" (Berewa R. Jommo); "Rationale for Political Literacy and Civic Education" (Ekundayo Thompson); "Purpose, Nature, and Scope of Civic Education" (Samuel K. Tororei); "The Development Context of Civic Education" (Ekundayo J.D. Thompson, Margaret Manley); "Civil Society and the Citizen" (Akie Wilson, Joe Sam-King); "Gender, Political Literacy and Civic Education" (Agnes Pessima); "The Constitution of Sierra Leone" (Solomon E. Berewa); "Democracy and the Rights of the Individual" (David G. Thompson); "Political Tolerance--A Prerequisite for Enhanced Democracy in a Multi-Party Environment" (Ahmed Ramadan Dumbuya); "Meaning and Nature of Government" (Walter N. Davies, Peter O. Koroma); "Politics, Political Literacy & Political Participation" (Edward D.A. Turay); "Curriculum for Civic Education" (Ekundayo J.D. Thompson, Joseph Simekha). (MN)

This Cousins Research Group report includes two articles by Kettering Foundation president David Mathews that were published previously. "The Public for Public Schools Is Slipping" was first published in "Education Week" in 1995. The second piece, "Putting the Public Back into Public Education: An Old-Fashioned Remedy for a Troubled Relationship," appeared in the Summer 2015 issue of the "National Civic Review." Both pieces look at the growing disconnect between the schools and the public they serve. They suggest that the usual institutional responses to repair the troubled relationship (e.g., standardized tests or better public relations) have failed to remedy the problem. The key to bridging the divide between the schools and the public may actually be found on the citizens' side. Mathews observes, "Citizens themselves and their organizations have to be actors who bring educational resources in the community to complement what the schools do."

The 2002 R. Freeman Butts Institute on Civic Learning in Teacher Education, which met in Indianapolis, Indiana, from May 17-21, 2002, was the source for this book. The central theme of the meeting was education for democratic citizenship in the college/university-based preparation of prospective teachers. Following an Introduction, twelve papers are included as the book's chapters: (1) "Defining, Delivering, and Defending a Common Education for Citizenship in a Democracy" (John J. Patrick); (2) "Teaching for the Meaningful Practice of Democratic Citizenship: Learning from the IEA Civic Education Study in 28 Countries" (Judith Torney-Purta; Wendy Klandl Richardson); (3) "Using Research about Civic Education to Improve Courses in the Methods of Teaching Social Studies" (Patricia G. Avery); (4) "Civic and Economic Education: The Nexus" (Margaret Stimmann Branson); (5) "Using United States Supreme Court Cases to Promote Civic Learning in Social Studies Teacher Education" (Thomas S. Vontz; Robert S. Leming); (6) "The Deliberative Approach to Education for Democracy: Problems and Possibilities" (Walter C. Parker); (7) "Methods of Teaching Democracy to Teachers and Curriculum Developers: Examples from Post-Communist Europe" (Gregory E. Hamot); (8) "Civic Learning in Teacher Education through an American-Ukrainian Partnership" (Alden Craddock); (9) "Civic Learning in Teacher Education: An Example of Collaboration by Russians and Americans" (Charles S. White); (10) "Teacher Theorizing in Civic Education: Analysis of Exemplary Teacher Thinking in the United States and Hungary" (Jeffrey W. Cornett; Janos Setenyi); (11) "Civic Learning in Teacher Education through an American-Indonesian Partnership" (Margaret Sutton; Isnarmi Moeis; Wendy Gaylord); and "Conclusion: Recommendations for Enhanced Civic Learning in Teacher Education" (Gregory E. Hamot). An appendix lists the meeting's participants. (BT)

With the decline in morality and values, character education is gaining considerable momentum. Public opinion polls show growing support for teaching it in schools. Evidence indicates that character education programs change the school culture for the better, allowing students to feel safe to concentrate on learning. In Colorado, character education began with the formation of a group called Caring Communities Build Character. The partnership, formed in 1998, is funded by a grant from the U.S. Department of Education. The program, which began with 10 demonstration schools, currently has 21 Denver (Colorado) schools involved in the project. Each school selected a group of character traits, defined them, and developed a mission statement that has become an integral part of the life of the school. This transformational process was used to implement the individual character traits into all aspects of the school including behavior in the cafeteria, gym, classrooms, playground, and on the bus. By focusing on traits such as respect, caring, responsibility, honesty, and good citizenship, character education dramatically changes the climate of the school. This booklet is divided into six sections: (1) "Intro" (Defining Character Education; Character Education in Colorado; What Is Character Education and Why Do I Need It? (Hank Brown)); (2) "Safe Schools" (Character Education in a Safe and Civil School Climate (Charles Elbot); Reducing Youth and Family Violence (Ken Salazar); Tate's Rules on Bullies (Ed Tate)); (3) "Teachers/Parents/Community" (Character Education in Teacher Preparation; School Partnerships That Work); (4) "Religious Issues" (Character Education and Religion in a Pluralistic Society (Marcia Beauchamp); Religious Issues and Character Education in the Classrooms); (5) "Resources"; and (6) "Colorado Character Education Policy References." (BT)

This book is a collection of essays on political education for democratic citizenship in higher education developed out of meetings over 5 years of a small group of faculty, administrators and students who gathered to discuss the way academia was educating young people for political responsibility. Following a foreword and an introduction by Bernard Murchland, the 21 papers are: "Democracy in America: Bringing It All Back Home" (J. Peter Euben); "Strengthening Citizenship" (Robert B. Woyach); "The People Shall Rule" (Sara M. Evans and Harry C. Boyte); "The Nature and Nurture of Public Life" (Parker Palmer); "Civic Intelligence" (David Mathews); "The Public Realm" (Hannah Arendt); "The Primacy of Political Education" (Amy Gutmann); "Civic Education and the Liberal State" (William Galston); "A Renewal of Civic Philosophy" (William Sullivan); "On Participation" (Hanna Fenichel Pitkin and Sara M. Shumer); "Toward a Cultural Democracy" (Manuel Ramirez and Alfredo Castaneda): "Democracy, Deliberation, and the Experience of Women" (Jane Mansbridge); "The New Cultural Politics of Difference" (Cornel West); "The Civic Mission of the University" (Benjamin R. Barber); "The Liberal Arts and Civic Education" (Ralph Ketcham); "Embracing Diversity as a Central Campus Goal" (Daryl G. Smith); "Civic Education, Liberal Education, and Democracy" (J. Donald Moon); "Education, Autonomy, and Civic Virtue" (Richard Dagger); "Some Reflections on Civic Education and the Curriculum" (Elizabeth K. Minnich); "The Difficult Dialogue of Curriculum Transformation" (Johnnella E. Butler); and"Critical Pedagogy and the New Politics of Cultural Difference" (Henry A. Giroux).

The 17 essays included in this book are designed to provide educators and other interested readers with contemporary perspectives on a broad range of themes and topics concerning the U.S. Constitution. The authors are a distinguished group of historians, political scientists, legal scholars, and jurists. The essays include: "The Achievement of the Constitution as Viewed by the Leading Federalists" (Thomas L. Pangle); "The Contributions of the States to American Constitutionalism" (George Dargo); "The Drafting of the Constitution" (Margaret Pace Duckett); "The Senate the Framers Created and Its Legacy Today" (Richard A. Baker); "The First Federal Congress" (Charlene N. Bickford); "The Confirmation Process and the Separation of Powers" (Hon. Patti B. Saris); "The Article III Judiciary--The Ideal and the Reality" (Hon. Kenneth F. Ripple); "Focal Themes and Issues for Teaching about the Federal Judiciary" (Kent Newmyer); "The Work of the Supreme Court and Sources of Information about It" (Jeffrey Morris); "The Institution of the Presidency under Article II" (Thomas E. Cronin); "The Constitution and the Conduct of Foreign Affairs" (David. G. Adler); "Does the Constitution Matter to the Presidency Today?" (Nancy Kassop); "Ratifying the Constitution: The State Context" (John P. Kaminski); "The Debate over Ratification in Virginia" (Richard R. Beerman); "The Debate over Ratification in New York" (Stephen L. Schechter); "The Constitution: A Political Document with an Ambitious Legacy" (James A. Henretta); and "Women and the Constitution: The Equal Rights Amendment" (Winifred Wandersee). (DB)

This collection of four articles on issues in social education in Australia begins with "Global and Nationalistic Education in International Perspective" (J. L. Nelson). The article discusses the nationalistic viewpoint of citizenship education, its place in the social sciences, the role of history instruction, and the divergent view of global education taught through world history, comparative studies, international relations, and foreign policy studies. The second article, "National Initiatives in Social Education in Australia" (K. J. Kennedy) presents some current education initiatives of the Curriculum Development Centre (Australia) and the future of social education in the Australian curriculum. The 1984 Beazley recommendations for social education curriculum planners is the focus of "Implications of the Beazley Report for Social Education in Western Australia" (B. Wells), and the article reports that the recommendations indirectly upgrade social education programs in schools. The fourth article, "Critical Issues in Moral Values Education" (R. A. Wilkins) discusses the problem of teaching moral values and selecting which values to include, L. Kohlberg's cognitive developmental approach, and seven guidelines for curriculum development. (DJC)

The collection of 18 essays is intended to provide the educator with an understanding of specific aspects of social studies instruction and education in general. The essays include: "Objectives and Learning Experiences in the Social Studies"; "Studying Trends in Society"; "Social Studies: Process versus "Studying Trends in Society"; "Social Studies: Processes versus Products"; "Criteria, Software, and the Microcomputer"; "Games and the Microcomputer"; "Social Studies and the Learner"; "The Pupil, Religious Beliefs, and the Curriculum"; "Minority Groups, the Pupil, and the Curriculum"; "Citizenship Education and the Basics in the Curriculum"; "Issues in the Social Studies Curriculum"; "New Disciplines in the Social Studies'; "Myths in Education"; "Values Clarification and the Curriculum"; "Values and Issues in Society"; "Formative and Summative Evaluation"; "Unit Teaching and the Evaluation Process"; "Humanism in the Curriculum"; and "Assessing Pupil Achievement." Most of the essays contain references. (TRS)

The basic theme of this yearbook, "The Role of the Schools in the Improvement of Community Life," is open to a variety of interpretations. Many factors determine what role the schools will play in a particular country or area, and consequently, what part they may have in community improvement programs. Among the factors are the history and traditions, the economic, political and social conditions, and the culture of the country. Of great importance is the prevailing viewpoint, both among educational leaders and the general population, on the scope and purpose of education. The answer to the question, "To what extent is the school responsible for the type and quality of community living?" will largely determine the extent to which the school will participate in community development programs. This yearbook will describe what is being done in many parts of the world to use education as a creative weapon in the war against instability at the community level. Part I of this document--Some Programs in Action--contains the following papers: (1) The Bolivian Nucleos (Thomas A. Hart); (2) Community Education in Puerto Rico (Fred G. Weis); (3) Community Schools in the Philippines (Jose V. Aguilar); (4) The Role of the Schools in the Development of Community Life (W. E. Baker); (5) The "Schuldorf Bergstrasse" (Friedrich Ploetz); (6) The New Nationwide Program of Fundamental Education in Iran (Luanna J. Bowles); (7) Community Development through Adult Education (Philip Sherlock); (8) The Gold Coast Community Development Service (P. du Sautoy); (9) Fundamental Education at Ubon, Thailand (Richard M. Tisinger); (10) "CREFAL" Trains Teachers for Community Leadership (Horace G. Ogden); (11) Seeing is Believing: Community Education in the British Cameroons (Robert S. Drew); (12) Nomadic Education in Ethiopia (A. I. Sheddad); (13) Education for the Nomadic Tribes of Iran (Glen S. Gagon); (14) The Second Unit Rural Schools of Puerto Rico (Osvaldo Rodriguez Pacheco); and (15) The Community School in a Great Metropolis (Leonard Covello, Simon Beagle, and Leon Beck). Part II of this publication--Some Common Tasks--includes the following: (1) Community Schools of Taiwan--The Growth of an Idea (H. Emmett Brown, Isabelo Tupas, and Henry Yang); (2) College in the Country (J. Carson Pritchard); (3) Producing Instructional Materials in Thailand (Bernice E. Leary); (4) Preparation of Teaching Materials, U.S. Bureau of Indian Affairs (Ann Nolan Clark); (5) A School is Born (Mammo Wolde Senebet); and (6) Getting a Community School Program Started and Keeping it Going (Frederick H. Bair). Part III--Some Common Misunderstandings--includes: (1) Community Education and the Schools (Verna A. Carley; (2) Education and Village Improvements in India (Humayun Kabir); (3) Education and Changing Social Patterns (Samuel C. Adams, Jr.); and (4) The Relation of Education and Other Professions and Resources (Willard W. Beatty). (Contains 32 footnotes.) [The Yearbook Committee members were Bess Goodykoontz, Lane C. Ash, Muriel W. Brown, Paul S. Bodenman, Delia Goetz, Ella W. Griffin, and Frederika M. Tandler. Best copy available has been provided.]

This paper was commissioned to develop new perspectives on the evaluation of the National Assessment of Education Progress (NAEP) for Citizenship and Social Studies. It criticizes the assessment model and advocates three new approaches to evaluating social studies education: a comparative approach with direct international comparisons of programs and results; direct comparison of pupil performance in schools with radically different approaches to social studies; and a sociological approach where values of various age-groups and adults are studied through their communications and decision processes. Criticism of the current NAEP model includes the restriction of goals and test items to those socially acceptable by the states, educators, and lay citizens. Schools and states should not be able to vote on the standards on which they are to be judged. The objectives and test items showed a lack of emphasis on ethics and their relation to the students' life situations. The interpretation of results was overoptomistic in view of the low scores achieved by the sample population. (DE) Primary type of information provided by report: Results (Interpretation).