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This paper proposes an alternative format for reporting thesis/dissertation research that should lead to more rapid publication of quality research. The purposes of the thesisldissertation and characteristics and limitations of the traditional thesis/dissertation format are reviewed. This is followed by a discussion of the advantages of the alternative format in overcoming the shortcomings of the conventional style. Finally, the sections of the alternative format are presented with examples of where appropriate materials are placed. [ABSTRACT FROM AUTHOR]

The article chronicles the history of the publication of the journal "Theory & Research in Social Education" including the contribution of founding editor Cleo Cherryholmes.

It is obvious that technology is rapidly changing the world around us. Nowhere is that change more evident than in the revolution occurring for those with physical and mental limitations-their portrayal in the media, their use of the media to achieve group aims and their use of the new on-line media to communicate with others who have limitations and the non-disabled world. In a very real way the growing sense of community among those with disabilities has been linked to the media. [ABSTRACT FROM AUTHOR]

Compares similarities and differences between PhD and doctor of education (EdD) dissertations. History; Content analysis; Research design; Gender differences.

CUFA, the College and University Faculty Assembly of the National Council for the Social Studies, was formally established as an NCSS affiliated organization in 1969. Prior to that date, social studies educators from colleges and universities met at NCSS annual meetings, starting in 1965. This essay is a personal history of events leading to the establishment of CUFA and its refereed journal, Theory and Research in Social Education. Set in the contexts of the the profrssionalization of subject field education and the school reform movement of the 1960s, the establishment of an organization for college level social studies educators to communicate about their common interests seemed a natural development. Although there was considerable support in many quarters for such a group, there were tensions and obstacles that created difficulties. Traditions of internal conflicts between scholars and teachers, subject specialists and educators, and school and university faculty members of NCSS created problems in the effort to organize CUFA and publish a research journal. [ABSTRACT FROM AUTHOR]

The present article is an examination of recent social studies literature. The author describes the liberal-progressive roots of social studies education, and argues that the mainstream literature of the field has largely ignored such origins, reflecting instead the sociopolitical climate of the nation. In the 1950s and again in the 1980s, calls for school reform were based upon traditional conceptions of history and standards-based learning grounded in conservative thinking; these shifts toward conservative orientations, however widespread at the time, are viewed largely as interruptions in the general long term trend toward progressivism in the social studies. [ABSTRACT FROM AUTHOR]

The article offers reaction concerning Michael Whelan's report "History and the Social Studies: A Response to the Critics" in the Winter 1992 issue of "Theory and Research in Social Research." The author comments that Whelan's arguments does not actually make a case for increasing the domination of history in the social studies curriculum. Whelan's response denigrates and dismisses the criticisms without thorough examination. It is added that his response seems to label who disagree as contentious and not constructive.

A letter to the editor is presented regarding the sender's criticism of the 1989 National Commission on the Social Studies Task Force Report on curriculum.

Schools are political as well as educational institutions. Among their political activities is the control of knowledge. This can occur through the selection of what is taught, in what context, by whom and for what purposes. Studies of restraint in the schools show that topics considered controversial are often viewed outside the realm of teacher and student business. This study investigates perceptions concerning selected factors of political restraint of three successive graduating classes of pre-service teacher education students in the school in which the students had worked as student teachers. [ABSTRACT FROM AUTHOR]

A reply to the response of Fred M. Newman to a review of his books "Education for Citizen Action: An English -- Social Studies Program for Secondary Schools" and "Skills in Citizen Action" is presented. According to the author, he found the integrity between "Education for Citizen Action" and "Skills in Citizen Action," which Newman co-authored, to be wanting, though he fully understands the difficulty in producing practical applications or any theories in education. The author adds that Newmann has questioned his integrity as a critical reader and advocate by suggesting that he failed to comprehend real social activism.

This paper concentrates on the expressed intention of those who control or desire to control the schools' efforts at producing the "good citizen ." The primary concern is nationalistic education, which is defined as those educational activities designed to develop a belief in national values. Nationalistic education usually incorporates three dimensions: (1) development of positive feelings toward those rituals, ceremonies, symbols and persons that express or incorporate those national values; (2) development of competency in operating as a national citizen; and (3) development of negative feelings towards countries, ideologies, symbols and persons considered contra-national. This paper examines a body of literature about and official documents such as state laws related to the practice of nationalistic education in the schools of the United States and other nations. The evidence suggests that nationalistic education appears to be a significant fixture in the schools of many, if not all, countries. It uses the schools as instruments to produce unthinking love and loyalty for the nation. It usually involves teaching national pride in history, government, language, heroes and symbols, but also includes negative portrayals of ideas and peoples considered contra-national. In this process, the schools act as reflective agents, uncritically transmitting myths and images deemed proper to the younger generations. [ABSTRACT FROM AUTHOR]

The article offers information on the call of the journal "Theory & Research in Social Education" for manuscripts on critical studies and social education and the implications of critical studies in social studies, social sciences, history, and social issues.

The author comments on the increased restrictions issue of the Federal Government on academic freedom in the U.S. The author cites how the academic community in the country witnessed the government's restraints to the scientific and scholarly pursuits and cites how it threatens the academic freedom. In addition, the government has made direct prevention against the open presentation of declassified research outcomes in several academic conferences.

The article introduces the journal "Theory and Research in Social Education."

The article pays tribute to the late Cleo Cherryholmes, founding editor of the journal "Theory & Research in Social Education."

Examines what scoring in games mean to children based on the article `I Hit a Homerun! The Lived Meaning of Scoring in Physical Education,' by N.P. Wessinger published in `Quest. Thoughts of fourth grade children when playing games; Importance of scoring; Purpose of games in the curriculum; Choice between restructuring games to increase the opportunities to score or eliminating all forms of competitive games.

Discusses findings from a study on procedures designed to encourage reflection by student teachers. Analysis of students' reflections.

Discusses the primary consideration in the selection of instructional methodology. Matching of instructional method with the needs and characteristics of their students; Group instruction; Individualized and programmed instruction; Other general recommendation.

Summarizes `Learning a New Curricular Approach: Mechanisms of Knowledge Acquisition in Preservice Teachers,' by I. Rovegno published in `Teaching and Teacher Education,' 1992, Volume 3, Number 3. Use of the participant observation approach; Aspects of approach; Illustrations on making the subject matter more explicit.

Summarizes `Effects of a 6-month Incentive-Based Exercise Program on Adherence and Work Capacity,' by J.I. Robison et al, published in the `Journal Medicine and Science in Sports and Exercise,' Volume 24, pages 85-93. 30-minutes aerobic exercise program; Refundability of deposit with exercise adherence.

Provides guidelines for physical education teachers regarding ways of telling students how to improve their skill performances. Article by M. Byra and M.C. Marks entitled `The Effects of Two Pairing Techniques on Specific Feedback and Comfort Levels of Learners in the Reciprocal Style of Teaching' published in the 1993 issue of the `Journal of Teaching in Physical Education'; More.

Focuses on the development of the 56-item instrument entitled `The Motivation for Marathoners Scales' (MOMS). Instrument's specific scales; Phase of test construction; Advantages with MOMS.

Reports on a study showing what students think about during instruction. Research by A.M. Lee, D.K. Landin and J. Carter; Interview of 30 fourth grade children following their participation in two 30-minute planned tennis classes focused on the forehand groundstroke; Children's primary focus of thoughts; Relationship between skill/technique-related thoughts and the number of successful trials.

Reports on a study showing that short-term diet and frequent exercise improve coronary risk factors of obese adolescents. Study by J.F. Nicols, K.R. Wakashige, P. Patterson, D.M. Bigelow and K.M. Canine; Study of nine obese males aged 14-16 before and after a six-week period of physical activity and hypocaloric feeding.

Presents findings of a study `Validity of Bioelectrical Impedance Equations for Estimating Fat-Free Weight in Lean Males,' by J.M. Eckerson, T.J. Housh and G.O. Johnson and published in `Medicine and Science Sports and Exercise,' volume 24, pages 1298-1302. High correlation of fat-free weight (FFW) with body weight; Variance in predicting FFW due to body weight; Accurate estimation of FFW through body weight.

Presents findings of a study `Children's Feelings of Loneliness and Social Dissatisfaction: Relationship to Measures of Physical Fitness and Activity,' by Page, et.al. Original article in the Journal of Teaching in Physical Education, 11, 211-219; Social and peer factors' effect on the physical activity participation of elementary school children; Authors' recommendation to physical education teachers.

Highlights profeminist perspectives paying special attention to gender oppression in locker room talk. Study by T.J. Curry in 1991; `Fraternal bonding in the locker room: A Profeminist analysis of talk about competition and women'; Themes from data analysis; Locker room conversations affirming an athlete's traditional masculine identity; More.

Discusses the preservation of exact spatial movement and other structural details of ballet choreographics. Labanotation scoring; Research by J. Griffin in 1992; `A dance director's investigation into selected constitutive properties of Anthony Tudor's Dark Elegies'; Predominance of exact performance of choreography over interpretation of individual dancers; More.

The author expressed his gratitude to the contributors of the publications towards its success. The author extend his appreciation to magazine editors Kenneth Carlson and William Fernekes who maintained a high quality publication, operating the extensive correspondence and development of the journal subscription. In addition, the author seeks for suggestions and opinions on the journals prior to the submission of manuscripts for consideration.

The article reports on the changes in the editorial board of the "Theory and Research in Social Education."

The article talks about the effort of the journal to address the insufficient number of quality manuscripts for publication.