Dr. Linda Darling-Hammond is the Charles E. Ducommun Professor of Education Emeritus at the Stanford Graduate School of Education at Stanford University. She is former president of the American Educational Research Association (AERA) and member of the National Academy of Education and the American Academy of Arts and Sciences. She also served as a…

This article aims to describe how schools should structure the development of academic talent at all levels of the K-12 educational system. Adopting as its theoretical framework the "Differentiating Model of Giftedness and Talent," the author proposes (a) a formal definition of academic talent development (ATD) inspired by the principles…

The author interviewed Dr. Carolyn Callahan, an eminent scholar in gifted education. The interview focused on Dr. Callahan's work on implementing gifted program in rural areas, and illustrated her suggestions for teachers, researchers, and parents on how to advocate for gifted students.

Clarke et al. (2014) provide a persuasive case for the role of a theory-of-change model to guide the nature of curriculum development work embodying both a theoretical and empirical knowledge foundation. They illuminate the components of their model, which were used to design and test the efficacy of a Tier 2 intervention for students who met…

Scotland's new "Curriculum for Excellence" (CfE) has been widely acknowledged as the most significant educational development in a generation, with the potential to transform learning and teaching in Scottish schools. In common with recent developments elsewhere, CfE seeks to re-engage teachers with processes of curriculum development,…

Current debates about the role of sports in boys' education are part of a larger discussion of men, boys and masculinities. In this paper I reflect on this debate and the research it has led to. I highlight questions of embodiment, of relations between different forms of masculinity, and questions of reproduction and change, in all of which the…

The first of three articles presenting a framework for teaching subject-matter disciplines in light of the potentials of computers considers the computer as a metaphor. Topics addressed include the state of knowledge in the disciplines, parallels between the computer and disciplinary knowledge, and implications for curriculum design. (20…

Explains how nontraditional postsecondary education can provide ideas to help traditional curriculum theory developers when they are required to develop and implement theories for novel situations. Information is presented on case studies of curriculum development theories and on evaluation models. (Author/DB)

The author criticizes inadequate implementation of gifted programing concepts that have resulted in two extremes: busy-work and student-directed programs ignoring teacher choice and prescribed content. He advocates a middle ground in which independent student investigation is balanced with prescribed gifted content. (CL)

This paper proposes a new model for the development of adult education curricula. The model is holistic to complement the segmental needs and special interests approach that is characteristic of most programs. (JOW)

Suggests the model and techniques of action research can easily be integrated into the technical education curriculum. Notes the educator can teach the process as a separate unit within the program or in combination with a specific subject. (JOW)

Discusses the Shareable Content Object Reference Model (SCORM), which integrates electronic learning standards to provide a common ground for course development. Describes the Advanced Distributed Learning Co-Laboratory at the University of Wisconsin- Madison campus. (JOW)

Rather than Tyler-style transmission models, process or transaction models are more appropriate for teaching older adults. Whereas Tyler models focus on achieving rigidly defined objectives, process models view education as activities worthwhile in themselves. (SK)

Argues that, despite decades of increasing scientific evidence on the public awareness of the state of the environment, the secondary education curricula has failed to respond. Discusses a back-to-basics model of secondary education. (CCM)

The author points out the negative and limiting implications of the prevailing approach for identifying gifted children and asserts that the approach should be replaced by a model in which a separate identification step is replaced by curriculum-imbedded and curriculum determinitive processes. (CL)