To engage all learners, schools must offer career-pathway courses that combine academics and deeper learning. Gene Bottoms, until recently head of the Southern Regional Education Board, describes a transformation he believes must happen in US high schools--adopting curriculums that include intellectual rigor in career and technical education (CTE)…

High school students' lack of experience and practice with reading complex texts is a primary cause of their difficulties with college-level reading. Filling the syllabus with digital texts does little to address this deficiency. Complex texts demand three dispositions from readers: a willingness to probe works characterized by dense meanings, the…

Now that many schools are developing curriculums thoughtfully linked to standards--including benchmarks for achievement--many teachers wrestle with this question: Can we still make room for individualized instruction? The authors, who have taught at diverse international schools in many countries, believe the answer is yes. They argue that under…

Argues that most students become very similar with regard to learning ability, rate of learning, and motivation for further learning when provided with favorable learning conditions. Discusses the implications of that view for students, teachers and instruction, and school curriculum. (JG)

Describes some recent science education developments that might make scientific literacy a reachable goal for all students, not just the academically elite. Instead of inculcating "factoids," educators must stress depth over breadth, link concepts to instructional themes, and engage students through direct experiences and cooperative learning.…

Discusses certain teachers' rejection of prepackaged curricula for infusion of critical thinking skills into their teaching. Observational learning develops thinking skills and deepens understanding of causality and responsibility, whether the context is the Battle of Lexington or Chicken Little's dilemma. Strong administrative support is needed…

A new science program for elementary schools (developed by the Biological Sciences Curriculum Study) emphasizes concrete experiences, providing students with opportunities to observe phenomena, record their observations, and discuss them with other students. Cooperative learning is a primary program component because it enhances children's ability…

Medical schools are starting to put students in small groups and help them solve real problems they will face in treating patients. Trend of problem-based learning in medical schools will have ripple effect throughout education. Teachers relinquishing lecturer's role must become adept at listening, answering questions, and helping students frame…

Robert Slavin's position--that extrinsic rewards promote student motivation and learning--may be valid within the context of a "facts-and-skills" curriculum. However, extrinsic rewards are unnecessary when schools offer engaging learning activities; programs addressing social, ethical, and cognitive development; and a supportive…

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

The Applications in Biology/Chemistry (ABC) curriculum is a real-world approach designed for the middle 50% of secondary students who may not learn in a predominantly abstract way. Stressing contextual and cooperative learning, ABC features 10 laboratory exercises and other hands-on, problem-solving activities involving visits to job sites and…

Supports B. Plowden and David Elkind's rationale for developmental early childhood education that considers children's unique learning modes. Describes four program elements: opportunities for developmental tasks, teachers' knowledge of children's development, concrete learning experiences, and appropriate setting. Discusses curriculum…

Staff at a Baton Rouge (Louisiana) elementary school devised an innovative program to introduce disadvantaged children to opportunities outside their ghetto neighborhood. The Discovery Expeditions plan attempted to address dropout prevention by increasing student awareness of resources and vocational opportunities in Baton Rouge and other areas,…

Robertson discusses the "perceived dichotomy" that permeates science teaching: teachers can either stress inquiry learning with lots of hands-on experiences or stress content knowledge and swap hands-on inquiry for direct instruction. Although a curriculum of unstructured hands-on science activities leads to shallow content knowledge, it is…

Article evaluated the merits of career education and defined its purpose for the curriculum. (RK)