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This note outlines the type of papers which the U.S. periodical "The Sociological Quarterly" wishes to publish. The periodical is a general sociological journal, and as such does not place any quotas on the number of papers it shall publish in any specific area. It nearly always considers scholarly sociological research and writing done by sociologists as being within the journal's acceptable limits. The note airs a special call for articles on the teaching of sociology as well.

The article presents various papers about service learning projects, social studies projects, research and collaborative efforts of teachers and universities to enrich the education of adolescents, and other ideas that can be adapted to the middle school environment in the U.S. One of the papers reports that the Division of Continuing Education of Bank Street College of Education, New York City, is working to change the lives of inner city children, their families, and communities by emphasizing collaboration.

The continuum between generalist and specialist is not as useful an organizing concept for social work education as its supporters believe. Instead, less ambiguous central organizing constructs are needed for baccalaureate and master's education. Instead of a continuum, the authors suggest that the two programs be conceived as independent entities. The baccalaureate degree should focus on the training of case managers in public service agencies. The master's degree should prepare graduates with specific skills and knowledge that represent genuinely advanced practice. This formulation calls into question the notion of a common professional foundation and eliminates the practice of granting advanced standing. [ABSTRACT FROM AUTHOR]

In this essay, the author, a social studies teacher educator, reflects on what she learned during a six-month Fulbright experience in Ghana. An an oburoni, or a white person, outside the whale, or the United States, she read and listened to specifically Ghanaian perspectives of history, economics, women's issues, and culture and was reminded both of the power of the dominating, western cultural and economic imperialism and the value of contropuntal thinking. [ABSTRACT FROM AUTHOR]

Charles Beard was arguably the most influential historian in the United States during the first half of the twentieth century. He was also a key figure in the theoretical conceptualization of social studies education. The vision of social studies he recommended for schools, which he articulated most thoroughly during the 1930s while serving on the American Historical Association's Commission of the Social Studies, was influenced greatly by his notion of the nature of historical inquiry and understanding, but, more fundamentally still, by his long-standing, deep-seated disposition as a progressive reformer. [ABSTRACT FROM AUTHOR]

Effective American (U.S.) citizenship in the Twenty-first century may require a shift in the value orientation which currently characterizes American life. Two components of the American value system are becoming increasingly dysfunctional. American social science, and accordingly the social studies curriculum, has become narrowly focused on an economic model of human decision-making. Such a one-dimensional model of man, because it invalidates by omission justice-based models of decision-making, leaves American society with a reduced capacity for addressing social dilemmas, particularly commons-type problems. Secondly, American cultural life has been dominated by a heavy and one-sided commitment to primary control. Such an imbalance, which invalidates secondary control as a means of meeting basic control needs, leaves American citizens with no normatively sanctioned motivational dynamic for addressing social dilemmas. Social studies, as the discipline most explicitly charged with promoting citizenship, may become increasingly ineffective in meeting this challenge unless teachers at all levels and in all curriculum domains can correct the values imbalance in American culture. [ABSTRACT FROM AUTHOR]