Curriculum storyboards frame learning in clear, compelling ways for students and caregivers. By presenting curricula narratively, students can better grasp connections among concepts and picture learning as a process. Authors and education consultants Heidi Hayes Jacobs and Allison Zmuda share how educators can use storyboarding as a tool to…

The value of curricular theory lies not in its specificity but in the questions it generates. (MM)

Article describes the Curriculum Inquiry Center of the Teacher Education Laboratory in the Graduate School of Education at the University of California, Los Angeles and its purposes and functions. (GB)

Examines three interrelated changes in curriculum ideology, structure, and content that fundamentally altered curriculum thought and practice around the turn of the century. This examination is intended to provide a background to enable advocates of curriculum change to examine assumptions about such change. (Author/IRT)

Curriculum is regarded as an identifiable field of study. (MM)

Proposes a model high school curriculum featuring five clusters of knowledge, including cultural studies, citizenship and societal studies, science and technology, health and recreation, and skills in learning, communicating, and thinking. Presents a "stratified needs assessment instrument" to assess the instructional time to be devoted to each…

The focus of a common curriculum in general education should be on six shared human experiences, the use of symbols, membership in groups and institutions, production and consumption, relationship with nature, sense of time, and values and beliefs. (Author/RW)

Five criteria are discussed for selecting curriculum materials for Bicentennial celebration and study that will encourage valuing and inquiry and enrich historical perspective. Several bibliographies and sources for other instructional materials are included. (MM)

Examines six simplistic beliefs about curriculum and their implications for curriculum development and educational practice. Argues that simplistic notions of curriculum must be challenged, and extensive efforts must be made to develop a comprehensive concept of curriculum. (JG)

Discusses a number of issues and problems related to the general topic of curriculum, including definitional problems and issues involving curriculum design, curriculum engineering, and curriculum theory. (JG)

Ernest Boyer, president of the Carnegie Foundation for the Advancement of Teaching, assesses the limits of reform, formulates the substantive questions needed to move reform to a higher level, and proposes a convocation of educators to plan reforms for the 21st century. (TE)

Student teachers should observe and be involved with curriculum decisions at an early stage of their teacher education. (AF)