This contribution aims at informing readers about a current education and training design approach which is based on theory building and practical experience. It is about the development of comprehensive competence-based education, which is different from earlier attempts to develop competence-based education. In many education development…

California has embarked on a major new wave of curriculum reform with the adoption of the Common Core State Standards (CCSS), the new English Language Development (ELD) standards, and the Next Generation Science Standards (NGSS). The adoption of the CCSS builds a legacy of standards-based education reform in California that began with the…

Discusses the use of educational impact statements and presents a functional process model for change facilitation. A specific example of the adaptation of this process is provided, going through the steps of: preplanning, strategy selection, implementation, and adoption, evaluation, research, and modification, monitoring, and follow-up. (RAO)

Strategies for curricular change in the reform of general education are as important as the substance of the change. Forty-three pitfalls and common errors in the process of reform are enumerated, in the areas of task force objectives and procedures, concepts of general education, program planning, proposal approval, and program implementation.…

Provides and describes an Innovation Configuration checklist and how it was used by one rural principal to support teachers as they implemented a new math curriculum. Also notes significant role of leadership team. Outlines seven principles of curriculum implementation. (NEC)

Suggestions to junior high school journalism teachers and advisers for revising the journalism curriculum, teaching the course, and advising the publications staff. (RL)

Describes the University of Arkansas at Monticello's development and implementation of a new general education curriculum. Explains the rationale for change, process of moving the faculty toward reform, and future directions of the curriculum. (DMM)

This article offers some strategies for closing the linkage between initial needs assessment and the implementation of change. Examined are: prioritizing needs through criteria analysis, developing a cyclical implementation/staff inservice plan, and utilizing an analytical problem solving approach to curriculum and decision making. (Author/RAO)

The crucial objective of the transitional curriculum is to make only a small intended change at a time, uncomplicated by other considerations. To illustrate, an elementary science curriculum is presented that features an inquiry approach with the pupils handling materials. (Author/MLF)

The paper describes the steps necessary to integrate a preschool program to increase least restrictive environment options for preschoolers with developmental handicaps, and reviews the case study of one preschool undergoing integration. Described are the rationale for change, the change process, daily activity schedule, and sample continuums for…

The Boards of Trustees of institutions of higher education can have a major impact in encouraging faculty and administration to engage in major curriculum reform which considers the world outside academia and financial realities. Frequent informal contacts between trustees and faculty can increase respect and understanding and thus the trustee's…

This article explores implications of the call for reforming curricula according to sameness analysis for teaching children with learning disabilities. Replacement and modification of existing curricula are reviewed as alternate reform options. Modification is divided into good teaching approaches, supplementary activity approaches, and major…

Offers six organizational principles for restructuring liberal education focusing on educational coherence and commonality, institutional commitment, alternative models, undergraduate educational needs, and political responsiveness. (DMM)

To help avoid past mistakes in attempts at curriculum and instructional improvement, this article offers five guidelines for secondary school curriculum change and innovation. (DCS)

Organizational factors affecting curriculum change are discussed, including resistance to change, organizational climate, leadership and organizational culture, and conditions for effective participation. Four special considerations are outlined: the ethics of curricular change, creating a culture of innovation, zero-based curricular review, and…