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Fogarty, Robin – Educational Leadership, 1991
Presents 10 models providing a solid foundation for designing curricula that help students make valuable connections while learning. Beginning with exploration within single disciplines (the fragmented, connected, and nested models), and continuing with models integrating across several disciplines, the continuum ends with models operating within…
Descriptors: Curriculum Design, Elementary Secondary Education, Integrated Curriculum, Learning Strategies
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Travers, Robert M. W. – Educational Leadership, 1976
Educational research is said to influence classroom teaching by affecting the design of curricular materials, providing a model of human learning, and furnishing data applicable to solutions of particular problems. (GW)
Descriptors: Classroom Environment, Curriculum Design, Educational Research, Intellectual Development
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Sternberg, Robert J.; And Others – Educational Leadership, 1990
Teachers have many expectations for students that are never explicitly verbalized. The Yale Practical Intelligence for School curriculum is based on three kinds of tacit knowledge necessary for adapting to any environment: managing oneself, managing tasks, and working with others. Includes 16 references. (MLH)
Descriptors: Curriculum Design, Elementary Secondary Education, Models, Self Help Programs
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Calfee, Robert C.; Wadleigh, Clay – Educational Leadership, 1992
Project Read, which began 10 years ago as a collaborative reading strategy, has evolved into the Inquiring School model. This model arose from the realization that critical literacy strategies and structures work equally well in kindergarten, sixth grade, peer coaching, or at faculty meetings. Key elements are improved classroom practice,…
Descriptors: Cooperative Programs, Critical Thinking, Curriculum Design, Elementary Education
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Conran, Patricia C.; Beauchamp, George A. – Educational Leadership, 1975
Descriptors: Conceptual Schemes, Curriculum Design, Curriculum Development, Curriculum Research
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Sturges, A. W. – Educational Leadership, 1976
Discusses a number of opposing forces that influence curriculum design and school programs and presents a model that illustrates the relationships among various curricular forces. Available from Association for Supervision and Curriculum Development, 1701 K Street, N.W., Suite 1100, Washington, D.C. 20006, single copies, $2.00. (JG)
Descriptors: Curriculum Design, Curriculum Development, Educational Objectives, Educational Philosophy
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Hoerr, Thomas R. – Educational Leadership, 1992
Faculty members of a St. Louis, Missouri, pre-K-6 school studied Harold Gardner's theories on multiple intelligences in "Frames of Mind" (1983) and developed a program based on 7 learning modalities. Although implementation varies by classroom, teachers are using all seven intelligences in designing instruction, and a faculty subgroup is…
Descriptors: Collegiality, Curriculum Design, Elementary Education, Individual Differences
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Drake, Susan M. – Educational Leadership, 1991
Representing English, history, geography, science, graphic arts, intermediate special education, physical and health education, and environmental studies, six Ontario (Canada) teachers cooperating on an integrated curriculum project found that their "separate" subject areas came together naturally in a theme approach to teaching. Success…
Descriptors: Curriculum Design, Educational Planning, Elementary Secondary Education, Foreign Countries