This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new "Understand, Know, Do" structure for the curriculum has the potential to facilitate coherent design of teaching programmes and "deep learning." Using…

The study refers to the unfavourable reputation and status of general didactics as well as its decreasing importance in teacher education. This is a result of poor performance achieved in international tests by students. They score low on knowledge and arguments, and empirical studies indicate that didactic models are useless. In view of the above…

The application of the principles of scientific management within the structure, organization, and curriculum of public schools in the US became dominant during the early 1900s. Based upon research evidence from the modern day era of high-stakes testing in US public education, the fundamental logics guiding scientific management have resurfaced…