Sets out a complete theory of curriculum, examines the constraints on the theory, and suggests several points at which curriculum research might be distinguished from learning and instruction. (Author/DE)

This article, a reprint from the 1927 Yearbook of the National Society for the Study of Education, gives a sense of the vitality that infused professional curriculum work in its first decades and illustrates the new empirical methods that were being adopted from the social sciences. (Author/MLF)

Four unexpected patterns of teacher behavior are identified and elaborated: selecting national project curriculums on the basis of pragmatic criteria; visualizing the teaching problems with new materials only after classroom experience with these materials; rejecting abstract analysis of curriculum issues in favor of concrete thinking; and viewing…

Although students' motivation is crucially important, present curriculummodels focus more attention on objectives than on how to engage students' interest and effort. Proposes a method to clarify discussions of how children can be motivated in order to make explicit the consequences for curriculum design. Describes its use in the current work of…

This review of the Twenty-Sixth Yearbook of the National Society for the Study of Education (1926) notes the circumstances that led to its appearance and assesses the picture of curriculum work that it presented. (Author/MLF)

This article, a reprint from the 1927 Yearbook of the National Society for the Study of Education, discusses the social purpose of education, the function of the school, and curriculum-making and the nature of the learner, the nature of society, the organization of knowledge, and the scientific method. (Author/MLF)

Explores the concept of curriculum potential and argues for its utility as a construct in curriculum theory. Discusses the limitations of viewing curriculum materials strictly in accordance with their developers' objectives, and examines the concept of curriculum potential as an alternative approach to curriculum implementation and evaluation.…

Presents descriptions of the management, systematic, and open-access curriculum development models to identify the decisionmaking bases, operational processes, evaluation requirements, and curriculum control methods of each model. A possible relationship among these models is then suggested. (Author/DN)

This article elaborates on the notion that theoretic discourse, as employed in the natural and behavioral sciences, is partly inappropriate for curriculum work and that the language of curriculum writers must be ordinary language. (Author/MLF)

A case study of a systemwide development, implementation, and evaluation of K-10 mathematics programs primarily, although not exclusively, in basic computational skills and problem-solving. (Author/MLF)