Journalism as an academic field in the United States has frequently changed and grown through new professions and new industries coming under its umbrella (sometimes but not always driven by technological and/or economic changes) and academic developments such as cultural studies and media studies. But journalism is still rooted in good…

This article presents generalisations drawn from experience gained designing and renewing study programmes so that the use of learning outcomes became the underlying principle of curriculum organisation. Conceptions of a purpose (profile), aim and outcomes of a study programme are presented, their formulation requirements are discussed and…

Consistent with the theme of this issue, we describe the details of one continuing effort to build knowledge for teacher education. We argue that building a useful knowledge base requires attention to the processes used to generate, record, and vet knowledge. By using 4 features of knowledge-building systems we identified in the introductory…

This article reports on new findings from a forthcoming research review which analyzes 207 studies of school-based programs designed to foster children's social and emotional skills. Roger P. Weissberg, the president of the Collaborative for Academic, Social, and Emotional Learning, or CASEL, the Chicago-based group that sponsored the four-year…

How important is a high-quality curriculum? A school without a quality curriculum is like a car without an engine--neither goes anywhere. One responsibility of a school administrator is to ensure that quality curriculum is designed, adopted, and implemented. The No Child Left Behind act (NCLB) has focused the attention of an entire nation on the…

A model of curriculum and instruction that synthesizes several theories is presented. This curriculum and instruction model is placed within a broad epistemological-psychological framework that can help to guide theoreticians and practitioners in education. (CJ)

An understanding of different curriculum models and of the ideologies underlying these models provides an essential framework for decision-making during curriculum renewal. Skilbeck's Situational Curriculum Model (1984) is a particularly helpful and moderately systematic basis for the English-as-a-Second-Language curriculum planner. (Author/CB)

Discipline-based art education (DBAE) can best be understood as a curriculum construct if it is seen in the context of traditional, major curriculum orientations. The three major curriculum orientations are child-centered orientation, society-centered orientation, and subject-centered orientation. DBAE is a contemporary construct of the…

A project was conducted to field test selected first- and second-year courses in a postsecondary nuclear quality assurance/quality control (QA/QC) technician curriculum and to develop the teaching/learning modules for seven technical specialty courses remaining in the QA/QC technician curriculum. The field testing phase of the project involved the…

This working paper examines the approaches, wisdom, and experience generated by the ChalleNGe program, as well as the vast storehouse of knowledge and research, models and systems possessed by the military services that are potentially applicable to educating and developing youngsters who are at greatest risk of academic failure, economic…

Revolutionary developments in collecting and analyzing data for use in improving curriculum and instruction at the local level are now possible with the advent of low-cost computers. The basic purposes and approaches of assessment methodologies must be refocused for local application. (LMO)

This paper is a reconsideration of the nature of teaching and learning in the language teacher education course room. Drawing broadly on sociocultural perspectives of Lave and Wenger and Vygotskian models of cognitive apprenticeship, it considers how to design the course room as a learning environment. It begins with a critique of…

Despite official government srt (in various jurisdictions around the world) for providing students with opportunities to construct their own knowledge within the context of formal schooling, school science systems continue to place greatest priority on teaching and learning of "products" of science (e.g., laws and theories), while…

Over the past two decades, science has become established as a core school subject in schools in England and Wales, taken by all students aged 5 to 16. But increasingly questions have been raised about the suitability for many students of the curriculum they are required to follow (Murray and Reiss, 2005). From September 2006, schools in England…

In this article it is described how the department has encouraged learning outcome discussions among the teachers and students. The typical development process of a new course is described. A two dimensional learning outcome model is also briefly introduced. This model is used to discuss what kinds of knowledge and skills are relevant in a…