This book presents a range of possibilities and starting points for--and conversations about--meaningful journeys related to the exploration of visual arts content and the engagement of learning. The authors highlight and blend theoretical, practical, and flexible approaches to integrating curriculum inquiry and curriculum design. "Curriculum…

This book is a collection of 11 essays that present the experiences and views of individuals who have played major roles in large-scale curriculum development projects. The opening chapter examines conceptions of curriculum, provides an overview of the curriculum reform movement since 1950, looks at some persistent dilemmas facing the curriculum…

This book is for curriculum leaders at the state, district, and school levels who want specific guidelines about the recommended content of each field. Contributing authors were asked to address the following issues: standards; the influence of cognitive psychology, technology, and assessment on curriculum content; curriculum structure; current…

This book is a report of a major curriculum revision undertaken by the faculty in educational administration in the School of Education, Stanford University. Sensing the educational needs of the 1970's and 1980's, the Stanford faculty pondered the kinds of administrative services likely to be needed and suggested one model that might have…

This yearbook provides a readable, usable, and practical summary of the most commonly applied elements of curriculum development on the contemporary educational scene. Separate chapters discuss: (1) "Contemporary Curriculum Circumstances" (Fenwick W. English); (2) "Curriculum Thinking" (George A. Beauchamp); (3) "Curriculum Content" ( B. Othanel…

Although focusing on philosophy of education, this book provides a three-dimensional introduction to educational ideas. First, it examines the major philosophical systems and ideologies that have shaped educational thought and practice. Second, it outlines certain ideas from the fields of philosophy and ideology to illustrate how these disciplines…

The report investigates current practices and attitudes toward social education in twenty schools in Australia. Three different aspects of the curriculum--the ideal, the planned, and the operative--are reflected from viewpoints of the teacher, the student, and the outside observer. Particular attention is paid to the implications of the curriculum…

This book explains curriculum audits and how to conduct them. Chapter I, "Why Audit?" presents criteria for determining if an audit is warranted and describes three basic types: functional, operational, and programmatic. Chapter II shows how the three primary activities of document review, interviews, and site visitations yield answers to the…

This paper presents some alternative approaches to conventional curriculum evaluation (such as survey questionaires and test instruments); it is divided into four chapters. Chapter I is a brief introduction to the paper and offers some new conceptions for evaluation in social studies. Chapter II outlines three perspectives which might be…

There is great diversity among institutions of higher education in their requirements for various curriculums. This report, which is concerned only with the broad requirements as percentages of total requirements, analyzes the Bachelor of Arts and Bachelor of Science curriculums in six undergraduate areas that account for about one-half of all…

This book focuses on enabling and empowering women in higher education, and it draws both on research and experience with women-centered teaching and learning practices and professional development and training of women staff. The first section of the book concentrates on women students in higher education. Chapters include: "Women Students and…

This book applies the concepts of curriculum development and management, with curriculum defined as the collectivity of paper defining work, to a wide range of organizations, especially social service organizations, schools, and colleges. After an introductory chapter defining basic concepts, Chapters 1 through 7 cover: curriculum management as it…

This book proposes a broad view of the college curriculum, suggesting that it be defined as an "academic plan." The plan included decisions about what, why, and how students learn; ways to determine whether students have learned what they are supposed to learn; and methods of using this information to improve the plan. Taking both a macro and a…