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The most comprehensive review of modern Polish sociology written in English is probably Eileen Markley Znaniecki's paper, published in Twentieth Century Sociology. The present note adds to the meager knowledge of Polish sociology by summarizing and discussing briefly the 1957 and 1958 volumes of the Polish Sociological Review. On the whole, the 1957 volume is historical and discursive rather than sociological. The discussion articles mostly interpret ideas of other authors, quoting them frequently. Three of the ten articles are concerned with problems of education. The 1958 volume, containing nine papers plus reviews and news, is predominantly sociological, although several articles may be regarded as more historical than sociological. These papers give little information about the methodology used, and in none is there any indication that statistical analysis was employed. Finally, this paper also describes the careers of students who attended special preparatory courses and later pursued technical college curricula.

The article offers information on the course Physical Factors in Reading. This course has been made available at Boston University in Boston, Massachusetts. Medical specialists were employed to lecture students in their specialties. These lecturers specialize in the field of neurology, obstetrics, psychiatry, pediatrics, ophthalmology, dermatology, and internal medicine.

The article comments about the discussion of prominent administrators on the aims and purposes of an auditorium period. It was mentioned that auditorium teachers still need to be presents before the administrators so that the period can be rightly conceived, and can be expected to do. The author said that what is important is that administrators should go ahead to endorse the curricula through incorporating it in their local layout.

Studies in human neuropsychology often fall prey to criterion problems because of a dependence on construct validity. The present paper argues that such criteria are inappropriate and that only empirical criteria have some claim to validity in this area of research. The question of appropriate experimental designs are discussed and a recommendation made that non-parametric statistics be employed in such designs. [ABSTRACT FROM AUTHOR]

The paper is concerned with curriculum decision making in the school and the attempts to apply a sociological analysis to this important area. Its focus is on the 'micro' rather than on the 'macro' decision making process, i.e. within the school rather than within the educational system, though the significance of macro decisions is recognized throughout the paper. Commencing with a discussion of the role that may be played by the study of decision making in curriculum content and method, the paper goes on to suggest some of the orientations that influence such decisions. Six such areas are identified. In the light of these areas four ideological variables are hypothesized. These are finally brought together as components of a model of the autonomy and interrelationship of educational personnel. [ABSTRACT FROM AUTHOR]

The article discusses research study related to teaching materials for the teaching-learning processes in the educational system. Teaching materials help assist teachers to motivate learners, examine class and individual needs, organize instruction and materials of instruction, teach and guide learning, counsel and advise pupils, evaluate pupil progress, and confer with parents relating to their children. The author argues that curriculum guides and enactment are outstanding on paper, but it lacks implementation of action in the classroom. The author added that this research help gives recommendations and ideas for the improvement of printed and new media materials and on how to employ these materials in teaching.

This article focuses on the basic problems in the development of the instructional program. In the development of an educational program attention must be given to determination of objectives, to selection of learning experiences, to organization of those experiences, and to evaluation of the outcomes of instruction. This paper cites recent studies and writings that bear upon the first three of these fundamental processes, with especial reference to education for early and middle childhood. While there is an increasing volume of research literature bearing upon the learner and upon contemporary society, there is as yet relatively little research demonstrating how teachers and curriculum workers actually use such information to make crucial decisions about educational objectives for elementary schools.

The unofficial strike described in this paper took place during a study of the sociology of a mine and a mining community in Scotland. The authors knew that a strike was imminent and, when the action threshold was thought to be near, one or the other kept a daily watch at the colliery. As a result the whole social process was observed except for a few minutes at the start. So far as the authors are aware this is the first detailed sociological description and analysis of a common enough social phenomenon. Lack of funds prevented further investigation of this nature, especially of the methods of prediction of the action threshold.

The article sheds light on sociology as a laboratory subject. Growing interest in sociology as a subject in higher education is forcing upon us serious decision about teaching methods. It now seems appropriate therefore to reconsider teaching programs and to see if there are any lessons to be learned from other related disciplines. It is the purpose of the authors of this paper to simply ask the question whether practical examples, some of them perhaps in a laboratory setting, would be helpful in supplementing traditional methods of teaching. Though it is not the primary aim of an introductory practical course to present data, a good deal of factual material is incidentally gathered together. The crucial issue always however is data collection and there is ample opportunity in well planned practical courses for the demonstration and comparison of good and bad methods of enquiry.

The needs of seriously handicapped brain-damaged and autistic children require that a teacher provide a highly structured lesson and environment. Many basic factors which contribute to a well structured lesson are frequently overlooked. Prepared for teachers at Benhaven, a day school in New Haven, Connecticut, this paper points out the elements which contribute to a well-organized lesson and the factors which might militate against a good lesson. Less handicapped children could benefit from a modification of the same structuring procedures, adapted to their levels of disability and strengths. [ABSTRACT FROM AUTHOR]

Children in the Dubnoff School for Educational Therapy have problems ranging from neuro- logical dysfunction and learning disabilities to mental retardation and overt psychoses. One common denominator for all of them, regardless of whether the insult to the organism is organic or psychogenic, is a deficiency in ego strength. This paper deals first with the psychological rationale operative throughout the Dubnoff School which is based on the work of ego psychologists, Erik Erikson in particular. Erikson's framework sets for us the task of a step-by-step development of ego identity. This has pointed our work in the direction of building ego strength through mastery. Multi-dimensional programs which have evolved over many years to help overcome ego deficiency are described. [ABSTRACT FROM AUTHOR]

Behavioral modification techniques have become quite widely utilized. Numerous instances exist where teachers, therapists and others in the field of rehabilitation have effectively used operant techniques to alter behavior. However the majority of reports from classroom settings describe how these techniques have been used to attenuate a variety of socially inappropriate behaviors. Few investigations have at- tempted to accelerate academic responses. Indeed, while many teachers see the use of behavioral management practices as effective with deceleration targets, they do not see it as effective with acceleration targets. The intent of this paper is to describe how behavioral modification techniques may be employed to increase academic performance through a three phase procedure of data diagnosis, data programming and data decisions. Initially described is a method of obtaining pupil performance data and information concerning relevant variables of the teacher-pupil dyad. A second method is presented whereby pupil and teacher data may empirically enable the teacher to evaluate curricular materials. Lastly, a discussion is provided pertaining to the use of data in making classroom managerial decisions. [ABSTRACT FROM AUTHOR]

Related to an earlier paper on the different faculty conceptions and norms which emerged at a small general education college within a state university, this paper analyzes the actual behavior of faculty members as indicated by: grading, interactions with students outside of class, and selectivity of contacts with students. Differences in faculty styles within two departments--natural sciences and social--sciences are consistent with the differences in beliefs and values. The contrasting ways of relating to students led to different kinds of problems for each department and different resolutions. Data on changes in curriculum are analyzed as responses to these problems. The dilemmas facing the faculty are seen as arising from conflicts between personalism and performance in higher education. The social scientists' emphasis on personalism in their relations with students led to problems centered around the legitimate exercise of faculty authority. The natural scientists' emphasis on performance--as contrasted with the social scientists' personalism--produced pressures for changes in natural science curriculum and grading standards. [ABSTRACT FROM AUTHOR]

The article focuses on the significance of behavioral objectives curriculum in human relations in the U.S. to foster the exercise of free choice. The behavioral posture is associated with prediction and control over behavior. Nevertheless, there are only little considerations that have been given on the possible utilization of these techniques to help individual free himself and provide for self-direction. The author restricts his study within the bounds of a curriculum in human relations, with a behavioral frame of reference, whose primary objective is the development of teachers who can act freely and spontaneously with internationality. Internationality is best described behaviorally through the passive or active behavior of teachers. The curriculum of human relations described in this paper has a secondary objective, the direct instruction of teacher trainees in specific behaviors of human relations.

This article presents the extensiveness of curriculum structure. The curriculum structure extensiveness can be conceptualized along two dimensions, namely, the commonality and the temporality of the relationships between curriculum elements. The author presented a conceptual framework that serve to synthesize past and current conceptions of curriculum structure by providing vocabulary of useful concepts to generate research questions as an emphasis on curriculum structure. The concepts presented are tools of thoughts that must be tested by their usefulness in the generation of fruitful questions.

This article describes the rationale and mechanics of some innovations utilized in teaching a course in juvenile delinquency. These ideas are directly translatable to other areas of deviance and with modification to any course in sociology. The initial impetus to develop objective exam format was derived from an increasing awareness that this approach was accomplishing only a small part of what could be considered adequate educational goals. That is, students seemed to be mainly developing skills at passing examinations. Some students exceeded this level of educational attainment, but mainly through their own efforts and abilities rather than as a direct repercussion of the course. The author feels that students must not only absorb and memorize the content material of a course, but they must also achieve higher educational goals. Evaluation of teaching effectiveness has generally aimed at assessing the impact on the classroom interaction process and various measures of student achievement or output. Another dimension, rarely considered, is to assess how various teaching techniques affect the instructor and future classes.

The article presents a list of teacher competencies associated with open education implementation. This article describes the process used to investigate the development of some of the competencies. Groupings relating to specific competencies to more generalized areas of classroom behavior were formed during the process of developing the list. The groupings includes Group A which has competencies involving skills essential for curriculum development suited for open education implementation, Group B which has competencies involving interpersonal relationship and their impact on open education implementation and Group C which has competencies involving teaching devices that will affect the accomplishment of the open classroom curricula and classroom behavior.

This article presents a discussion on curriculum evaluation. Curriculum evaluation is a body of techniques, methodologies, and principles created deliberately to give some systematic form to the ways in which the assertion “we must evaluate...” can be made to work. Curriculum evaluation only makes sense as it is applied to curricula. It must presuppose sets of concepts that can locate evaluation-relevant aspects of curricular phenomena as coherent arguments rationales and procedures that can be appraised. Some examples of curriculum evaluation were also presented in the article.

The article discusses various issues related to the evaluation of curriculum. The article specifically refers to the International Clearinghouse Report which analyzed the nature and characteristics of 46 science curriculum projects. These curriculum projects were developed by groups of scientists, educators, teachers, and others. According to the author, there are two major purpose of curriculum evaluation. First, it helps in gathering information to improve a course. Second, it assists educators to take right decisions in curriculum planning and its effective use.

This article discusses the results of a definitive empirical research dealing with curriculum. An elaborate conceptual system for dealing with problems of curriculum and instruction is developed. The researchers lamented that there is no carefully engineered framework for identifying relationships among complex and interacting phenomena. Although curriculum was define as a set of intended learning, the conceptual system includes levels of decision making in terms of remoteness from the learner, substantive curriculum decisions, type of appropriate data sources to be consulted, and between levels, identification of authority and responsibility for decisions.

The article discusses the coordinated approach to the common objectives of English and physical education programs. A physical education teacher should give opportunities for students to write papers, to do research projects, and to discuss topics in the field. The integration of the two subjects exhibits unity and strength that would improve the general education of students.

The article focuses on the face-to-face group interaction as a unit for a program of intercultural education. The psychiatric social worker goes says that they conceive of a group as an aggregation of three or more persons in an informal face-to-face relation where there is direct and dynamic interaction among the individuals comprising it and as a result the personality of each member is fundamentally modified. The aim of this paper is to report on the method of group conversation developed by the Intercultural Education Workshop (IEW), which Margaret Mead has called "a real social invention." Like most inventions it grew out of a recognized need and has been developed over a period of years by the trial-and-error method. For several years, IEW had been assisting schools to find suitable ways to develop, in their curricular and extracurricular activities, mutually appreciative attitudes among members of various racial and cultural groups in American school life. During those years the Workshop had consciously used the face-to-face method in elementary schools by aiding teachers to develop classroom activities which at certain points consisted of interschool visitations and inviting as guests members of the groups being studied.

This article focuses on recent research that gives information about the four areas that influence curriculum decisions in the U.S. The four areas are the characteristics of learners, the process of learning, the effects of different tasks and methods, and the definition of various skills and abilities than can be viewed as outcomes of school learning. The distinction between social and psychological forces is arbitrary at times. The forces were classified as psychological within the framework of the alternative organization.

This article reviews several papers on the future of curriculum research in the U.S. The most promising research study under way in terms of its implications for curriculum planning and developments is Project Talent. The project was significant to curriculum planning and development. The reviewers found out that most of the studies were just replicas of old research. The authors have identified some research believed to have extreme significance for the planning and development of classroom experiences, a major element of the curriculum.

This article discusses the content of the early and middle childhood education curriculum. A considerable range of content is currently included in the elementary-school curriculum. Attention is also given in the literature to the treatment of this content as far as emphasis and time allotment is concerned. This paper also discusses the change in content in the Three R, such as the change in spelling vocabulary, both in terms of total wordlist and grade placement or words; the broadening of arithmetic content to include content having utility and realism for society and the child; the shift in reading from sole emphasis on word count to at least equal emphasis on idea count. Selection of content for the elementary-school curriculum also has been reported. Promising trends in the content of the early and middle childhood education have been further discussed.

This paper discusses the role of organization of instructional materials in designating the sequence in which educational experiences unfold during the process of learning in the U.S. Instructional materials have commonly been organized by subjects within which the chronological and logical sequence determined the order of development. The education planning committee believes that it is desirable to organize the general program around certain life problems. However, these problems can be developed most effectively within certain large learning areas namely language arts, social studies, mathematics, health and physical education, nature sciences, practical arts and fine arts. The author claims that organization of learning experiences that disregard subject lines is probably the most recent innovation. Moreover, The Research Division of the National Education Association, in response to the questionnaires sent to them by a number of secondary-school principals, emphasizes on the implementation of enriched programs of school activities for superior students and the material should not be merely for average students but mainly the kind that will deepen and strengthen students' understanding of the world.

The teaching of sociology in the University of Mysore, Mysore, India dates back to its earliest days. It started in 1917-18, soon after Professor A.R. Wadia's assumption of the headship of the Department of Philosophy. With the passing away of Wadia on August 21, 1971, the Department of Sociology lost its real founder. Professor Wadia was brought to Mysore from Wilson College, Bombay, India, to head the Department of Philosophy. The Department then had a luminary S. Radhakrishnan, on its staff, and the two together laid firmly the foundations of teaching and scholarship. The Department had provision for the teaching of metaphysics, Indian philosophy, and psychology. According to Wadia, Mysore University was the first in India to introduce sociology at the B.A. stage and it soon became very popular. A further stage was reached in the teaching of sociology in 1928-29 when it was accorded the status of a "group" subject in the B.A. Pass course. A "group" comprised three papers and each student had to offer three groups as his optional subjects.

The article reports on the consortium of the Instructional Materials Reference Center at the American Printing House for the Blind Inc., the Illinois Center for the Visually Handicapped and the center at Michigan State University as requested by the sponsor, the U.S. Office of Education. The three centers are to work cooperatively to insure an evenness in quality of information and resources for the visually impaired students of teachers and administrators in the nation. An invitation was made by the consortium to teachers, administrators and related personnel interested in curriculum, resources and instructional systems for these pupils to use the available services and to take part in the common undertaking for their education improvement.

The author questions whether it is possible for a layman to offer opinions considered adequate by the field of dentistry for the improvement of dental education. Particular attention is paid to a review of a bulletin published by the Carnegie Foundation in the periodical "Dental Cosmos" where derogatory allusions are made criticizing the advice of "laymen" with no relation to dentistry or dental education. The many accomplishments in the field of dentistry of the bulletin's author are detailed.

The article provides information about cross-national studies of children and adolescents. The goal of this comparative studies is to discover and explain differences of behaviors and development between human beings of different national and cultural groups. Among the cross-national studies which have been made include cross-cultural studies of child development, cross-cultural studies of educational performance, and cross-national studies of social functions of school systems. Most of cross-national studies works on an exploratory phase, adaptation, and interpretation of social psychological instruments.

The article discusses the function of laboratory schools or campus schools in teacher education. The author describes that one of the significant factors for re-appraisal of campus schools is the new concept of laboratory experience for future teachers. He outlines that the purpose of his paper is to suggest an answer to the function of laboratory schools by: 1) Examining trends in teacher education that brought about the change of function for the laboratory schools 2) Analyzing the historical and contemporary role of the laboratory school and 3) Assessment of proposals for laboratory school development.

The article focuses on the significance of student teaching as a contributory factor in the improvement of instruction. Significantly, the paper aims to explore the way teaching performance of the supervising teacher may be affected by a student teaching program. Educators still regard student teaching programs in public schools as an integral part of the preparation of teachers. Furthermore, the values of teachers involve changes through the improvement of instruction and changes in curriculum. Several cases on student teaching are discussed. The author cited the various characteristics to take note in assessing the performance of supervising teachers.

The article presents updates on activities and educational programs of Iowa State University in Ames, Iowa as of July 1966. An interdisciplinary Master of Science degree program in industrial relations has recently been approved by the university. The university established an Industrial Relations Center on June 1, 1966. Professor Harry Cohen, is writing a book focusing on the social problems of industrial civilization. Professor Harold W. Davey will work on a monograph dealing with the theory and practice of labor arbitration.

This article presents news briefs related to the field of learning disabilities. More and more these days, parent groups concerned with the handicapped have decided to join with other organizations to build coalitions for change. By combining forces, these groups have been able to do amazing things that none of them could have accomplished alone. Their leaders are enthusiastic about the strength they have found in numbers, and excited about sitting down together to talk about their different aims and problems. They have learned how to deal with their differing points of view, and how to mobilize support for their goals. Further, it is informed that "Cartel" is a monthly annotated listing of bilingual/bicultural materials, including handbooks, lesson plans, bibliographies, program descriptions, textbooks, papers, evaluation materials, novels, films, and children's books. It is considered useful for teachers of bilingual children.

Information about several papers discussed at a meeting on primary school education in Massachusetts are presented. The paper "Economy in Teaching the Elements of Numbers," presented by Prof. Ellis Peterson, discussed the number of studies that must be introduced in schools. The paper "Observation Lessons on Insects," presented by Jennie M. Arms, discussed about the importance of the study and teaching of insects in primary schools.

The article provides information on the courses of study in manual training to the students in the U.S. In the primary grades, children should be involved in clay-modeling, sewing and paper cutting. In the intermediate grades, the students are to be provided with manual training through making of geometric solid forms out of stiff paper or cardboard. The sixth grade students can use the thicker wood and in drawing can begin to make two views of the object represented.

The article focuses on the issues and concerns related to the accreditation of educational programs for special education in the U.S. The education for exceptional children shows a relatively small area of education that requires special attention in the accreditation of teacher training programs and involves special skills and techniques that demands separate attention. Thus, in the field of general education there has been unresolved conflicts regarding the acceptable teacher preparation for the exceptional children and the accreditation thereof.

The article discusses home teaching programs in special education, with an emphasis on some suggested ways to enrich them. The author has emphasized the role of curriculum enrichment in the personality development of a student, which according to him may be realized through the creation of the kind of emotional environment that gives the pupil the opportunity to concentrate on his efforts on subject matter for which he has a particular aplitude and through which he can experience self-expression. He has also emphasized the important role of comparative literature in home teaching. His discussion on the need to evaluate the student's apparent learning ability, and general physical health, as well as the home situation and possible emotional blocks concludes the article.

The article presents a lesson plan for effective teaching of arithmetic to children. Significantly, visual aid and concrete object can be used to add new meaning to the arithmetic processes employed by all the children. The author cites the aims and objectives of the unit and the step-by-step process in setting up the unit. The use of art, spelling, language, reading, and music are correlated to the study and teaching of arithmetic.

This study has reported internal rates of return received by students who invested time and resources in a wide range of undergraduate majors in American colleges and universities. The IRRs were computed by using cross-sectional data on incomes and costs, but only after substantial adjustments had been made in the basic data. It is suggested that IRRs can be used to predict changes in student enrollment patterns in undergraduate collegiate curricula. The results presented here lend strong support to that hypothesis at Illinois State University. The total number of mobile students involved in the shifting pattern of undergraduate majors is not a substantial portion of the total number of undergraduate students; however, it is clear that marginal changes in IRRs are associated with student choice of major field of undergraduate study. [ABSTRACT FROM AUTHOR]

The article reports developments related to industrial relations in the U.S. A curriculum has been offered by the Pennsylvania State College, called Extension Services, in response to their interest in the problem of labor-management relations. The second annual conference on labor, which theme is about collective labor agreement, was held on April 26-29, 1949. Furthermore, a series of management institutes was held during the spring which was protected by the Industrial Management Institutes.

The article describes the paper on "Thrift: the Need Among the Rising Generation of America," which has been read by L. E. Wolfe in San Antonio, Texas. The paper provides suggestions carried out by Wolfe intended for the enrichment of the curriculum in public schools. It has expressed the possibilities of its adoption and incorporation in the American education.

Discusses the impact of a signed editorial in a Boston Sunday paper on the forced introduction of trades into public schools in the U.S. Changes in the curriculum for boys after the publication of the editorial; Response when a suburban paper published the editorial.

The article reports on the paper about art in manual training that was presented by W. S. Perry of Pratt Institute, Brooklyn during the Prang art educational conference. The paper discusses the recognition of the place of art in manual training. It also talks about the aim of manual training to enlarge and broaden the general school curriculum and the need to broaden the schools through art.

The article highlights meetings relevant to higher education in the United States compiled as of July 1890. President Charles A. Blanchard of Wheaton College discussed his paper "What Have the People a Right to Ask of the Colleges?". President M. D. Hornbeck presented his paper "Shorter College Courses to Meet a Popular Demand." The paper "A Chair of Pedagogy," was presented by Professor R.G. Boone of Indiana University.

The article reports on the completion of the New Hampshire Commission on Teacher Education and Professional Standards' first year of existence. The Commission made a publication of two papers entitled "Tips from T. E. P. S." and received a paper distributed by the National Commission with the same title. It was hoped that these two papers would help members of the profession become aware of the commission and also to take a look at their own standards. Members of the commission also addressed various meetings throughout the state at sectional meetings sponsored by the state Education Association.

The article cites a study in the U.S. regarding the use of cognitive style and overt behavior in emotionally disturbed adolescents. The investigation is designed to aid in improving the curriculum for the emotionally disturbed adolescents. A significant difference between the cognitive style dimension and those subjects classified as both internalizers and externalizers was observed by the researchers. The study also suggests that a great reliance on the medical diagnosis and a greater stress for the validity and implementation of teaching must fall on the measures of cognitive style.

The article urges the teacher to know the subject well, especially if she is teaching current history in the school curriculum in the U.S. It explains that the work is necessary since it is but a matter of time in 1915 that the women in most states will be voting the same as men to vote intelligently and be informed on political problems. It asserts that the teachers should learn history-making of the present and avail it in books, daily papers and magazines which is important in civics course.

Information about several papers discussed at the annual meeting of the National Council of Geography Teachers held in Philadelphia, Pennsylvania on December 26-29, 1926. The theme of the conference was "Geography in the Curriculum." Methods for clinching the learning of geography in the junior high school were presented. It was stated that inadequate school support is often traceable to poor teaching in geography.

The article looks into the discussion on the issue about class instruction and individual instruction which took place at the meeting of the Department of Superintendence of the National Education Association held in Cleveland, Ohio in 1895. The discussion followed the reading of a paper by Preston W. Search, a teacher and superintendent, who outlined an idealistic scheme of individual instruction similar in many respects to the "Winnetka Plan."