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Textbooks and other printed materials will be ever present, in the foreseeable future, as major aids for teaching and learning processes. New textbooks imply new guidelines for teachers, and the ways to handle such guidelines demand teacher training. This paper explains some links between inservice teacher training programs and the development of textbooks. Some basic points related to the production of textbooks include the following: (1) teachers' opinions (at least a sample of teachers) should be consulted in order to design or develop textbooks; (2) the development of textbooks should be adequate and relevant to the local needs; (3) curriculum innovations may fail if textbooks or their respective guidelines are not fully understood by their users, both teachers and pupils; and (4) any mistake or misconception in designing a textbook will have a multiplicative effect, which is why those in charge of designing textbooks must act with a high sense of social responsibility. The paper concludes with a discussion of some concepts and methodolgies of program evaluation and curriculum development as they relate to inservice teacher training. (Author/NQA)

Intellectual refinement and spiritual evaluation have been the traditional goals of the humanities and should remain so. If these aims are given up, then the noble endeavors in the humanities such as sustained reflection, intensive research, careful scholarship, inspired teaching, deep learning, and serious discussion will all become discredited and eventually disappear. The reason the term "humanities" seems meaningless is because the activities undertaken in its name no longer stand for a unified set of principles or a coherent body of knowledge. In the past the aim of humanities education was the cultivation of free men and women--freed from ignorance and callousness. Today, many people interpret cultivation or the aim of cultivation as an imposition of arbitrary standards, an obstacle to personal expression, or even a limitation on student freedom. In place of cultivation, "awareness" is advocated. Humanities education is no longer an introduction to or an immersion in the best thought and knowledge. It is, instead, a collection of disconnected and often eccentric areas of inquiry. It is, therefore, not surprising that the humanities have so much trouble evoking the enthusiasm of scholars and teachers, capturing the allegiance of students, and gaining the financial support of public and private institutions. It is the responsibility of every generation of scholars and teachers not only to maintain the tradition of the humanities, but to extend and refine this tradition through new ideas and works and to see that the humanities are studied in a coherent and serious way. (HOD)

This monograph explores the concept and practice of college and university outreach through faculty professional service, in which faculty help both meet societal needs and fulfill their institution's mission through work based on their scholarly expertise. It points out that professional service by faculty can become a source of innovation and discovery in scholarly theory and methodology; enhance the quality of instruction, especially in professional education; and be intellectually invigorating for faculty themselves. Such work also provides a direct intellectual resource for the institution's external constituencies. Professional service can take a variety of forms, including technology transfer, technical assistance, policy analysis, program evaluation, organizational development, community development, program development, professional development, expert testimony, and public information. Five case studies exemplify outreach projects demonstrating the potential for scholarship in such work. They include projects to chronicle the development of a state professional association, develop geological field study guides for elementary and secondary education, develop a curriculum for ethics instruction in police academies, improve a chemical manufacturing process for a small company, and assess an English language program for immigrants. Ideas for departmental discussion are provided. (Contains 35 references and substantial appended readings). (MSE)

The guiding principles of developmentally appropriate early childhood education are examined, along with pertinent research, concrete examples, and implications for practice. Chapter 1 provides a brief introduction to recent trends in early childhood education. Chapter 2 considers the principle of matching early childhood education practices to the ways children learn. Factors affecting children's development and the unique characteristics of young children's thinking are explored. Chapter 3 addresses the implementation of developmentally appropriate curricula in learning environments that are structured to encourage exploration and facilitate learning and development. Characteristics of the environments and materials from which children process information, construct knowledge, and solve problems are examined. The guiding principle considered in chapter 4 is that of viewing the age range of 5 to 8 years as a continuum of development rather than as a series of discrete grade levels. Curricular and instructional strategies for dealing with the similarities and differences in this age span are discussed. Chapter 5 urges educators to consider parent involvement as a critical element in the early childhood curriculum. The benefits of parent involvement for children, parents, teachers, and schools are described. Chapter 6 delves into the relationship between evaluation, the curriculum, and the child, arguing for the use of ongoing evaluation for decision making and curriculum development. Finally, chapter 7 offers a transactional approach to teaching in early childhood. (AC)