The Shaping of the American High School by Edward A. Krug. New York: Harper and Row, 468 pp. $8.00

Teaching Strategies for the Social Studies: Inquiry, Valuing, and Decision Making by James A. Banks with Ambrosa A. Clegg, Jr. Reading, Mass.: Addison-Wesley Publishing Company, 1973. 590 pp. $10.75.

Between Harvard and America: The Educational Leadership of Charles W. Eliot by Hugh Hawkins, New York: Oxford University Press, 1972. 332 pp. $12.50.

Men of Athens by Rex Warner. New York: Viking Press Company, Inc., 1972. 264 pp. $16.95.

Educational Technology: Instructional Programming and Didakometry by Ake Bjerstedt. New York: Wiley-Interscience, 1972. 300 pp. $9.50.     

Black power ideology rhetoric and reality in a student sample

In America the ethic of individual achievement has always been balanced by complementary norms of group action. Blacks, however, have been handicapped by a lack of the in-group loyalty required for a united struggle against racial oppression. Black power ideology was conceived as a sociotherapy to increase the level of black group cohesion. This study was designed to provide much needed data on the success of the “therapy.” A survey of 611 black high school students and 93 black college students yielded little evidence that verbally professed endorsement of black power ideology was translated into action. In an experiment. 323 black high school students manifested a consistent tendency to be less helpful to scientists identified as black than to unidentified scientists, regardless of the students' claimed level of black power orientation.     

Competing explanations for knowledge exchange: Technology sharing within the globally dispersed R&D of the multinational enterprise

This paper explores five competing theories for technological knowledge sharing within the globally dispersed R&D function of the multidivisional, multinational firm. These five broad explanations for why a knowledge transaction occurs are: (1) economic, (2) technological, (3) organizational, (4) geographic, and (5) sociological. In addition to occurrence, likelihood of knowledge exchange success prompted by various explanations is considered. Ultimately the determination of which argument—or combination of arguments—offers the greatest explanatory power for the sharing of intermediate technological knowledge may be answered empirically.