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This article comments on the position papers in the June 1967 issue of Rural Sociology. The author asserts that the papers are a mark of growing maturity of the rural sociology profession. It took years before the state universities and colleges assumed the dominant role of that they have achieved in the development of rural sociology. Contributions of the early sociologists to the applied field are presented to emphasize their historical value.

The problem of correlating the specialisms of social science is, as most serious students agree, central in the field of general sociology. It seems hardly too much to say that the question of a general science of sociology stands or falls with this matter of contriving a working correlation between the more specialized studies. The opening meeting of the Society in 1904 was followed by two papers jointly printed by the author, outlining their views "On the Relation of Sociology to the Social Sciences and to Philosophy."

This paper constitutes a plea for the historical approach to economics, and in the support of this plea it seeks to point out the manner in which the study of economics is dependent upon data drawn from the other social sciences and to show in turn how the practice of economics, or economy, modifies those social sciences. The paper will deal with the relations between economy, economics, and economic history, the interdependence of economics and politics, the economic interpretation of history, and the stages through which economic society has passed in arriving at its present form of organization.

This article focuses on the reconstruction of educational research. The author begins this paper with a brief examination of the nature of education and the history of its relations with the behavioral sciences, especially psychology. Then, he discusses certain characteristics of the instructional process and problems involved in its study. The author concludes this paper with a review of potentially useful strategies of educational research and the institutional prerequisites for their successful implementation.

In the present paper the assessment of the current level of research in the sociology of education is undertaken through a systematic analysis of a sample of published research papers. Three journals were judged to represent the largest number and the most rigorously reported of researches in the sociology of education during the period 1940-1950. The field of sociology of education itself has only one journal, the "Journal of Educational Sociology". Full evaluation of the production in any science demands some sort of assessment of the people making the contributions. Is the field of research in the sociology of education dominated by a few or are the contributions widely dispersed? What are the professional qualifications of the researchers? Another data concerning the authors which is available in the journals and in the direction of the professional organizations is the place of employment. The vast majority of authors were found to be associated with colleges and universities. The rest were distributed among public schools and state agencies.

This paper reports the development of two alternate forms of a scale for measuring attitudes toward school guidance programs. The resulting instrument features a high degree of usability, since it can be easily self-administered in less than five minutes without the necessity for tuning or oral directions. The entire questionnaire appears on a single sheet of paper which the subject also uses to record his responses. Scoring and interpretation are likewise outstandingly simple. Preliminary studies indicate that the scale shows promise of possessing satisfactory technical characteristics. [ABSTRACT FROM AUTHOR]

The importance of scientific work depends on the number of scientific values it brings out and the extent to which allowance is made for each of these values. A perfect paper in social science should, among other things, build on safe data applicable to a representative sample. According to the nature of the research work concerned they have to weigh deliberately the gains obtained in certain respects against the losses incurred in other respects, or at least attempt to proceed as if they have done so. Different research workers easily come to weighing out the elements differently. There may be agreement about the scientific values but not about the weights to be attributed to them in research work. It is easy to acquire a knowledge of scientific values. It is difficult to adapt them. This is, however, a circumstance of which young research students are ignorant. Instead, they revolt at finding that such a large number of investigations turn out to be failures in so many respects. Later on, when they start doing their own investigation, they have to realize that there is a great distance between their aspirations and their results.

This article focuses on general trends in research activity in the field of educational sociology. The area of socialization is considered first; Followed by the delinquency as a major breakdown in the socialization process. Then, the school as an agency of the socialization is considered from the point of view of the teacher and the culture of the classroom. The final section is concerned with the effects of mass media of communication. Likewise, this paper has found various factors that of great influence on socialization practices.

This article focuses on the research in sociology of education. The purpose of this paper is twofold. The major portion attempts to review basic research studies of educational institutions in which the propositions, concepts, and methods of sociology have been employed. The final section deals with areas which the authors see as strategic for research in the sociology of education. In both sections the concern has been with investigations which have concentrated on the testing and development of sociological and social-psychological theories.

This paper investigates whether there is some relationship between students' political orientations and their knowledge of the findings of social science. Data on students enrolled in social science courses at four colleges reveal that those with relatively high scores on a test of social science knowledge tend to be politically more liberal and to be more involved with politics than others. The findings are interpreted in part as the result of certain attitudes and beliefs which students have prior to encountering social science information and in part as a consequence of becoming knowledgeable in social science. The study suggests the fruitfulness of further inquiries into the role of cognition in political life in general and the role of social science knowledge in ideological life in particular. [ABSTRACT FROM AUTHOR]

The author says that, in the fall of 1915, a committee of students in one of his quiz sections was given as a project the study of the reactions of students to the course. An anonymous questionnaire was prepared with the assistance of the teacher. Replies were received from 119 of the 300 taking the course. This article is based upon the report of the committee. The student usually confers with his quiz master before selecting his topic, and in many cases during its preparation. He is encouraged to choose a group which he can study at first hand in an objective, quantitative, impersonal manner. Needless to say, most of the students taking the first course are not sociology majors. Many of them have chosen no major at all, since they are mostly under-classmen. The effect of the discussion group class in socializing the student is shown by the number of acquaintances made in the class. The investigation given in the study was made about six weeks after the beginning of the quarter. Students were asked if they knew the people sitting on each side of them.

The article describes a comparison of theories and their relationships with the science curriculum. The paper is intended as a preliminary comparative discussion of the status of theory making in physics and the social sciences, with the thought of adding some impetus to an ecumenical movement long overdue in the sciences, involving both social and physical theory. A correlative problem is presented by differences between (a) the nature and function of history and the other social disciplines, and (b) theory making in the physical and biological sciences. The author claims that these differences represent good theoretical problems. As curricular issues of school education, they are crucial.

The paper presents the address given by the author during the general session of the Midwest Sociological Society's 25th anniversary meeting on April 13, 1962, in Des Moines, Iowa. It discusses the author's experience with the society and his participation in its previous annual conferences. During his term as secretary of the society he has observed the changes in the structure and the functions of the society since its reorganization in 1937. The most important phenomenon having implications for a regional society is the decline in regionalism of American sociology. Regionalism, in the sense that it existed in 1937 has disappeared. The birth of the society have a significant impact on the origins of modern American sociology. The educational institutions established by notable members of the society have contributed to the production of doctor of philosophy degree in sociology.

The first two sections of this paper deal with the teaching of sociology as an academic discipline in the United Arab Republic and with its place outside the universities; the third presents an impressionistic evaluation and offers some data about sociology in Egypt which are relatively unknown in the non-Arab world. While some Egyptian sociologists in their nationalistic zeal would maintain that Egypt is the first country in the world where sociology was ever taught, it is certain that it was taught and cultivated from the foundation of Cairo University at the beginning of this century. In addition there are sociology courses in the curricula of the Faculties of Agriculture, in the colleges of education, the intermediate and higher institutes for social work, and in a number of faculties in Al-Azhar University as well as in the girls' college. At Alexandria University sociology is taught in the Department of Philosophical and Sociological Studies, which offers a combined B.A. degree in philosophy and sociology. After the B.A. the students can choose to work for an MA. degree in one of these disciplines; and for students of sociology two roads are open.

This paper examines the relationships between social studies instruction and political attitudes of high school students. Based on questionnaire responses of a random stratified sample of students, the data confirm previous findings that exposure to social studies classes alone has little apparent relationship to students' political efficacy, cynicism. participation, and sense of citizen duty, although this is not as true for black pupils as it is for their white peers. Two classroom variables—the treatment of controversial social issues and classroom climate—interact so that in an open classroom climate, exposure to controversial issues is inversely related to political cynicism and directly related to political efficacy, participation, and sense of citizen duty. In closed classroom climates, the opposite relationships obtain. [ABSTRACT FROM AUTHOR]

The article presents the news and announcements of American association Society. Michigan Sociological Society: The following Papers were read before the spring meeting of the Michigan Sociological Society March 17, at Ann Arbor: Roy H. Holmes, University of Michigan, Inquiry Into the American Way of Life"; Amos Hawiey, University of Michigan, "Redistribution Versus Segregation: A Suggested Solution of Minority Group Status"; Frank E. Hartung, Wayne University, "An Appraisal of Positivism in Sociology"; Elizabeth Briant Lee, Detroit. The American Council on Education has announced the appointment of a Commission on Motion Pictures in Education. The present members are: Mark A. May, chairman; George S. Counts; Edmund E. Day; Willard E. Givens; George Johnson; George F. Zook, ex officio. The work of the Commission is supported by a grant from eight motion picture production companies made through the Motion Picture Producers and Distributors of America, incorporated. Temple University:Negley K. Teeters, assistant professor of sociology at Temple University, believes that Camden's (N.J.) Director of Public Safety, David S. Rhone, invoked an old law prohibiting children under 14 years of age.

This article informs that the Council of the Sociological Society announces, with the greatest possible regret, that V.V. Branford has found it necessary for a number of reasons to resign the post of Honorary Secretary which he has filled since the foundation of the Society in 1903. In making this known to the members, the Council desires to place on record its sense of obligation to Branford for his continuous devotion to the cause of the Society since its inception, and for the invaluable service rendered by him in every department of the work undertaken during the past seven years. Upon Branford, moreover, fell the principal part of the work in connection with the editing of the three volumes of Sociological Papers, the publication of which did so much to make the Society known among students of the social sciences in every part of the world. The terms in which Branford's resignation was couched left the Council no option in the matter; but although for the present the late Honorary Secretary has no official connection with the society the Council notes with pleasure that there is no reason to anticipate his withdrawal from the sphere of work in which the society is engaged.

The article discusses issues related to subjective powerlessness in the U.S. The paper focuses on changes since 1952 in citizen efficacy or feelings of control over government for various sub-groups in the U.S. population such as blacks, blue collar workers, Southerners, Jews, young and old people. As with most issues in the study of social change, there is widespread disagreement on trends in citizen efficacy for industrial societies such as the U.S. Most theory predicts trends in objective powerlessness, rather than subjective powerlessness, although it is possible that trends in objective powerlessness do not match trends in subjective powerlessness. Within the U.S. at each point of observation, powerlessness does not vary much by stratum, except when education and race are used as indicators. And within the white population, some of the differences are heavily explained by educational differentials. It therefore seems fair to conclude that white subordinate interest groups are not oriented toward government as a result of what would seem to be objective powerlessness but more on the basis of their educational achievement.

The article focuses on the social opinion in sociology. A survey conducted on students suggested that about 49% of students are of the opinion that men today are true rational beings, that about 46 % are of the opinion that most backward peoples are undoubtedly inferior in their native mental capacity. About 65% feel that radical papers should be destroyed, that about 18% feel that moralities will always be the same while about 12% feel that revolution by force is the only hope for the workers. Probably the outstanding test of opinion today is the "Watson Test of Public Opinion." It is extremely thorough and reliable. However, it seems to have certain disadvantages for regular class-room use. It is expensive; it is a burden to score; and it covers only certain religious and economic issues. The test is presented with the hope that some may use it as an aid in examining objectively certain social opinions in want of any other brief but reliable test, and also with the hope that others may be stimulated to develop similar tests adapted to local needs and interests.

Social scientists have recently found the scale construction techniques developed in psychophysics relevant to the measurement problem in social science. This paper reports some efforts at the ratio measurement of social status, and some attempts at fitting functional forms to the relation between valued social characteristics (e.g., education and income in our society) and the status accorded various levels of these variables by judges from three distinct cultural groups. We take exception to some of the forms fitted by earlier researchers. [ABSTRACT FROM AUTHOR]

The article presents information on a survey within the eleven Southeastern States of the introductory sociology course in U.S. The purpose of the study was twofold: (1) to provide a general factual description of the situation of the introductory sociology course within the Southeastern states and (2) to provide a technique for stimulating interest in one's common problems as teachers. This paper briefly presents the results of the survey. A general social science course is available to freshmen or sophomores in 41 percent of Southeastern institutions. Of these, only two-fifths require that the course be taken by all students in the college. This indicates that the burden of responsibility of the introductory course by no means has shifted to the general social science course. The survey presented 18 objectives of the course for the respondents to rate along a three-point continuum, as very important, of some significance, or as unimportant. One respondent demonstrated the logical interrelation of all 18 objectives, showing that all comprise the fundamental aim of "understanding the society in which the student lives" and that by implication all are involved in the learning process.

The article examines the condition of the educational system in Canada. The changes in education are isolated and superficial. Complacency and concessions in change patterns are more prevalent. The autonomy is an obstacle to the educational progress of the country, already hampered by the continual movement of students across borders, in an increasingly mobile society. The confusion of identity and absence of institutional patterns is the result of cultural influences and immature social development.

The purpose of this article is to examine the assumptions and method underlying sociology education and outline one approach to the development of a sociology course. Sociology in the 1960s became a firmly established university discipline. At the beginning of the decade there were only three professors in sociology. At the beginning of 1970 there existed over thirty professors. With the increase in the number of professorships there was a substantial increase in the number of students reading sociology. Indeed it can be said that to have read sociology became rather popular in the student world in the 1960s. The system of teaching and examination inevitably constrains the sociological activity of students. Thus for the most part sociology students read what they are told to. It is in this sense that the development of sociology education has been teaching rather than learning centred, and more authoritarian in its values as opposed to democratic. The values underlying the teaching of sociology have never been researched in any comparable way to the values underlying managerial behaviour.

This article presents information related to the social drama program wherein drama is used as an educational tool and is being used increasingly by teachers and therapists. A description of an actual social drama project gives the feel of the technique. A description of an actual social drama project will give the feel of the technique. As may be noted, the method can be used by teachers of sociology, group workers, club officials, ministers, community leaders and others interested in a novel approach to the understanding of inter-group relations. With a small group of eager white and colored students, who were to be members of the cast for a one-act play, the authors went to work on a social drama program. Their cooperative efforts lived up to the four rules suggested in the paper "Social Drama in Education." These rules include having a good script, rounding up an enthusiastic cast and director, getting a dynamic forum leader or leaders, personalities who can give of themselves and draw out contributions from the audience and carefully planning the discussion period.

The article features the paper titled "Protocol Materials: A Clarification," by Wilfred Innerd and David O'Gorman. The paper discusses the significance of protocol materials, which denotes that these are records or recording of a wide variety of behavioral situations. The protocol materials are not modeled nor to a great extent edited and are usually intended for empirical verification of concepts inferred from educational theory and the social sciences. The bringing of reality and theory together is the way the field of teacher education views the protocol materials process.

Comments on the debate over the development of empirical scholar in speech. Weak points identified by Sam Becker in the author's arguments; Debate on whether training in communication research is better advanced by a program consisting entirely of statistics and behavioral science, or whether some courses in rhetoric and public address may not add a valuable ingredient; Excessive reliance on grant-supported research.

At its February, 1971 annual meeting, the American Educational Research Association sponsored several symposia on the present state of social science research on education. One of these centered on sociology and education. Three papers were to discuss the present state and promise of major lines of inquiry in the sociology of education, followed by commentary. There was no intention to propose through the papers or their topics an intellectual organization for the sociology of education, the topics rather were to deal with areas of research in which there was a considerable literature and lively current activity. Philip Foster was the principal discussant.

The article presents abstracts of educational research. They include "Economic and Social Aspects of Educational Planning," "World Campaign for Universal Literacy," "The Social Science Activities of Some Eastern European Academies of Sciences" and "Attitude Change: A Review and Bibliography of Selected Research," by E. E. Davis.

The article discusses the possible influence of religious affiliation on educational achievement in the Soviet Union. Key issues discussed include the effects of the religion factor on social conduct, educational statistics indicating the educational development of different persons with varying religious affiliations including the Protestants, Orthodox, Catholics and Muslims, a comparison of the educational development levels of the said groups and key findings from a test of the thesis that religion affects educational attainment.

The journal "Sociology of Education," intends to provide a forum for studies of education by scholars in all the social sciences from all parts of the world. To that end, the composition of the editorial board is interdisciplinary and international contributors' papers will be evaluated by colleagues in their own field as well as by other social scientists, to insure their value and comprehensibility for the whole audience. The theoretical perspectives of anthropology, economics, history, political science, psychology and sociology are more and more being used for the task of analyzing educational institutions. Manuscripts should be submitted in English and in two copies. The writer's name and affiliation should appear only on a separate covering page. Footnotes which identify the writer should also appear on a separate page. An abstract of the article summarizing findings in not over 100 words should accompany it. The journal "Sociology of Education," a quarterly publication of the American Sociological Association, is successor to the "Journal of Educational Sociology," founded by the late dean E. George Payne in 1927.

This article presents information regarding the membership of the Sociological Society. The Society closes the year with a roll of 335 ordinary, 36 life, and 22 honorary and corresponding members. This total, the Council would point out, is not nearly so large as it ought to be, in view of the wide range of the subject-matter of Sociology and the continually increasing number of students engaged in one or other department of the social sciences, and hopes are entertained that the continually increasing measure of public recognition accorded to the Society may lead to a greatly enlarged membership during the ensuing year.

The article presents information about the September 1969 issue of the journal "Sociological Focus." This issue marks the first time that sociologist Kent Schwirian has not directed the journal. The sociology of education affords the researcher with a wide variety of options, regarding both the orientation of the research and the nature of the subject.

During the fall term of 1953-54, the Departments of Agricultural Education and Rural Sociology at North Carolina State College began a cooperative program of working with student teachers in the field. The purposes of this article are to describe, to evaluate briefly, to indicate problems encountered and the way they were handled, and to point up plans for future developments in this cooperative programs. The study has found that systematic study of the various phases of the community is essential for the student teacher.

Nineteen pairs of rural neighborhoods were matched and compared on their acceptance of 30 school practices, an index of 25 farming practices, and 4 elements of organizational participation. In each pair, a neighborhood homogeneous in its ethnic and religious composition was matched with a neighborhood that was heterogeneous in its ethnic and religious composition. Ten farm families in each neighborhood were randomly selected, and one of the heads in each family personally interviewed by a trained interviewer. Five male heads and five female heads in each neighborhood were interviewed. The neighborhood was considered the unit of analysis, and the mean score of the ten interviewees was designated as the acceptance value for each neighborhood. Heterogeneous neighborhoods were found consistently more favorable toward a majority of the educational practices and indices. Statistically significant differences in favor of heterogeneous neighborhoods were found on educational goals, aspirations and attainments, and on the index of adoption of farming practices. [ABSTRACT FROM AUTHOR]

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The article informs that psychology has been far more concerned with being a science than with courageous and self-determining confrontation of its historical subject matter. Psychology (and social science) has constructed a language which renders virtually impossible its living up to its promise. The trouble with this account is that psychological language is not an arbitrary construction but a reflection of the way psychology has confronted its subject matter. If the language is defective, then this is because the subject matter is being violated. The proper source of discontent is that psychology has failed to live up to its promise to itself, not that it has failed to live up to its promise to the humanities. The contrasting and, among psychologists whose careers are devoted to the advancement of the science, the prevailing image of man is that of an impotent reactor, with its responses completely determined by two distinct and separate, albeit interacting, sets of factors, the forces impinging on it and its constitution. Response is at all times and at every moment an automatic consequence of the interaction of body and environment. Man, as such, plays no role in determining the outcome of the interplay between constitution and environment.

Several efforts have been made in recent years to analyze the sociology curricula of colleges in the United States. In 1942, the ten courses ranking highest made up 64.2 per cent of the course offerings. The 1957 results showed that the same courses, with two exceptions, ranked highest, though with different ranks. The present study sought to learn what sociology courses are being offered by the small liberal arts colleges of the United States listed in the 1963 edition of the "U.S. Higher Education Directory" as being in the second category and having a student population of 1,000 to 2,500. Some colleges did not send catalogs, and some did not send them soon enough to be included, so 122 colleges were actually used in the study. It is unlikely that any significant bias could have been introduced by the omissions, as failures to obtain catalogs were in no way related to the content of the study. Classification of courses was made by title wherever possible, and by catalog description where necessary to obtain more accurate comparability of offerings. Courses were tabulated by geographical location, size of college, sex of student body, and college sponsorship.

The question of how one should view graduate training in sociology allows many types of answers. The comments that follow are, at least in part, the kinds of things one might say to a student about to embark on a career of gradual!e training in sociology. Although some institutions that call themselves colleges have graduate programs. graduate schools are usually associated with universities of sufficient size to provide the research and faculty base. required for advanced training in a discipline. Universities can he classified in many ways. One common way is by size, another by whether the institution is privately or publicly supported. Large private institutions at present tend to he smaller than large publicly supported institutions, and possibly the gap in size is spreading. The university itself must be viewed as the milieu in which any graduate program is given meaning. The attitudes associated with the administration of the institution, the common culture of the faculty! the general expectations of the whole academic community, all these enter into defining the situation in which graduate training is conducted.

The Social Sciences have been almost continuously concerned with appropriately delineating subject matter among disciplinary fields. The role of one branch in relation to others often has been discussed with the general notion of staking a claim to a substantive area of study, to an intellectual function or to service to society. Interrelations among the Social Sciences may be analyzed in three contexts, substantively through study of the extent that the disciplines contribute concepts, hypotheses, evidence etc. to the explanation of behavior, organizationally through studying the interrelations among curricula, courses of study, degree requirements and among institutional subdivisions and individually by analyzing the extent that individuals have bridged gaps between fields through their varied experiences particularly educational experiences. The article examines one kind of evidence on the individual basis of integration among the Social Sciences, formal educational experiences represented by degrees in major subjects and by minors and majors of baccalaureates.

The teacher of political economy cannot be "neutral" in controversial questions, "giving all sides" and letting it go at that. Such questions are not isolated, but fit into a pattern of development which will be different for different teachers. The teacher is not so much an advocate of views as he is a reporter on observations. The honest teacher makes himself the ally of history as he understands it; believing that after all economics is an art rather than a science, he necessarily makes room for deliberate social purpose. The usefulness of quantitative methods should not blind us to the essentially qualitative character of the subject. Every great teacher of political economy had a thesis. Those who refused to take a position added little to thought or action, and are forgotten. "Indoctrination" does not imply neglect to explore and to refute. It means simply scrupulous inspection plus earnest recommendation. [ABSTRACT FROM AUTHOR]

Subsequent to Professor Hamilton's vigorous attack in 1919, many economists have supported his charge that economic theory has failed as a "unifying agent" for the "sprawling frontiers" of economics. A study of departmental course offerings and the textbooks widely used in upper-division classes gives considerable support to this criticism. Such courses have lost contact with their major objective--the application of economic theory--and have become adjuncts of the school of commerce rather than the social science of economics. Public Finance and labor Problems age unfortunate cases in point. Courses and textbooks in specialized fields must go beyond mere descriptive, technical material and build upon the foundation of economic principles used as a kit of tools designed for the study of the operation of the economy as a whole. The lack of unity charge should be addressed to the specialist in applied fields rather than to economic theory. Any study of a phase of the operation of an economy as a whole can be illuminated by the use of economic principles, but systematic theory can never unify technical, structural, administrative studies of business--a rôle for which it was never intended. [ABSTRACT FROM AUTHOR]

The article informs about several conferences held to discuss a number of subjects at various places. The third annual conference on the teaching of the social sciences, sponsored by Northwestern University, was held in Evanston, Illinois, on March 25 and 26, 1982. The conference was attended by 87 teachers of the social sciences. The Academy of World Economics in the City of Washington was in corporated under the laws of the District of Columbia on January 12, 1982, by a group of economists from the universities and other Institutions of higher learning in Washington. The second annual conference on economic policy for American agriculture was held at the University of Chicago in the latter part of June. The twenty-seventh annual conference of the National Child Labor Committee was held in Philadelphia, May 17. Among the subjects discussed were: "Child Labor and the Schools in a Depression Period." A National Land-Use Planning Committee and a National Advisory and Legislative Committee on Land Use have been appointed on recommendation of the National Land Utilization Conference held at Chicago, November, 1981. The Planning Committee is charged with the duty of gathering and evaluating the available facts on the phases of land utilization and formulating feasible regional and national land policies. Some projects to be taken into consideration and some conferences concerned with different subjects, proposed to be held have also been discussed in the article.

The article discusses the politics of education as an area of research concentration. The author has presented three aspects which greatly affects educational research: 1) the allocative effects of political actions; 2) the nature of the present educational-political system and the changes in its characteristics over time; and 3) the effectiveness of the system in reaching what researchers have deemed to be desirable policy objectives. In his conclusion, he emphasized that it would have been helpful if theories could be borrowed from political science to guide efforts to examine both the interchanges between the government of education and its environment and the intra-system networks for influence.

This article presents a study on the context of international development education in the U.S. The foreign assistance programs in the U.S. government have actively enlisted university and college faculty members to direct and participate in their overseas programs. As a natural but delayed outgrowth of this activity, there has been an increasing scholarly concern for understanding the processes of social change and development planning by those who participated in the overseas service enterprises. Though educators have been involved in overseas assistance from the beginning, economists and public administrator took an early lead in substantial development-related research enterprise. The recent heightened interest of educators and social scientists in international development education is both boon and bane. Research in the social sciences provides data relevant to the educator concerned with international development education.

This article views on the research about the sociology of education. In general, the studies included were restricted to actual research reports centrally concerned with the school and its processes and confined primarily to the American society. Such reviews are valuable, but unless some original research was part of the review, it was not included. The review in this article has attempted to accomplish two objectives. First, to provide the reader an acquaintance with the current status of research in selected areas of the sociology of education. Second, to indicate the relative importance of research findings in these areas as they may contribute to a deeper understanding of the external and internal dynamics of the institution of education.

This article focuses on the nature and extent of a philosophic concern with the methods and products of the behavioral sciences. Selecting current research in philosophy of education is necessarily arbitrary. A set of ground rules has been followed in making the selection for this review. First, only materials commonly recognized as contributing directly to the discipline of education have been included. Second, writings in philosophy of education which have a quality of research and inquiry have been selected. Third, attention has been given to the writings of the younger scholars in philosophy of education. A fourth factor in selection has been the reviewer's efforts to identify certain broad tendencies in philosophy of education.

This article focuses on the international recognition received by comparative education for its new and significant contributions to already established methods of studying education. The disciplinary approaches of comparative analysis are important to philosophy, history, sociology, and anthropology as well as to political science and economics. The comparative analysis in education inevitably adds a third dimension to the existing complexities of interdisciplinary study of education. It is therefore, not surprising that debate persists over fundamental matters of purpose, limitation, and methodology of comparative education despite the use of the comparative approach in the past. The discussions of methodological developments and the exchange of research information necessary to achieve the agreement of purpose and approach necessary for a formal discipline.

This article examines the nature of the task confronting education in the social studies. In a secondary school curriculum survey, it was found out the disappearance of ancient, medieval and modern history courses in line with the increase of the one year World History course. Furthermore, the curriculum adopt the Problems of Democracy as an integrating course in the last two years of the secondary schools. This article also cites the tendency of giving pupils of less academic ability of greater amount of time in social studies courses.

This article reviews the issue of the use of case study in research methodology. The case study has been highly valued in many fields of research, has been refined and augmented along several consequential lines, and has been utilized in many notable research studies. Progress bas been made in this field. First, the case study has been increased value to students of research in education, psychology, sociology and anthropology. Second, progress has been made in the technics of gathering and treating case study data for research purposes. Lastly, case material has been employed in many significant investigations.

With the use of Discussion Groups for introductory sociology courses, this investigation traces the development of agreement among group members as to which students in the group are Friendly, Assertive, and helpful in Aiding Group Discussion through thirteen 50-minute sessions. Degree of agreement, as measured by Kendall's W, was taken as a measure of the degree of crystallization of informal role structure. For both of the instrumental roles, Assertiveness anti Aiding Group Discussion, agreement increased through time. Agreement on Friendliness did not increase. Further evidence supported the notion that either the development of affective "cliques" or the performance of affective functions in dyads accounted for this lack of agreement, rather than any absence of affective behavior. [ABSTRACT FROM AUTHOR]