Reviews the role of history in the U.S. social studies curriculum. Explains that differing interpretations of history and the purposes of history have had a significant impact on the structure of the K-12 social studies curriculum. Argues that the time is ripe for historians and social studies educators to renew cooperative efforts. (CFR)

Described is a method of writing which could be used in curriculum guides when an emphasis on affective outcomes is desired. (RM)

Reviews literature syllabuses recommended by eight examining boards in England for in-depth study by high school students. Findings indicated that syllabuses are conservative in nature, do not include much modern literature, and generally include fiction which either portrays women as unimportant or does not portray women at all. (DB)

Intended for educators writing curriculum guides, this report describes a method of stating objectives which avoids indoctrination. The method consists of the use of flowcharts by which the cognitive operations associated with a desired behavior can be represented. (RM)

Explores curriculum developers' differing opinions before they design a specific curriculum; the amount of convergence of opinion caused by curriculum deliberations; and the retention of that convergence. Finds that, despite frequent discrepancies of opinion before curriculum conferences on design issues, subsequent deliberations produced a high…

Discusses a study tour sponsored by Stanford University (California) for which teachers were trained in curriculum development. Questions whether encouraging teachers to become curriculum developers represents empowerment or a distraction from teaching. Argues that teaching is unlike curriculum development. Presents challenges that teachers…

Discusses changes in educational research methods over recent decades. Explores changing views of teaching and learning and what the changes mean for assessment and the content and delivery of the curriculum. Concludes that, to be effective, educational research must be relevant to education and perceived as such by educators. (SG)

Examines the impact at the primary level of efforts to introduce a national curriculum in Great Britain. Contends that the biggest obstacle is confusion about the definition and implementation of an integrated curriculum approach. Warns that effective cross-curricular programs already in operation may be replaced with highly differentiated and…

Increasing numbers of schools in Great Britain are using curriculum notation and curriculum analysis to assist them in decision-making and curriculum review. The purpose of and criteria for assessing a management information system are examined. (RM)

Critiques an elementary social studies program by analyzing commercially available curriculum materials. Discusses goals, content selection, organization and sequencing, and explication in the text. Suggests that publishers should (1) shift from content coverage objectives to more general social education purposes; (2) connect information in…

Curriculum guides can effectively guide practice if the guide writer pays attention to the context in which teachers work and to the language that teachers use in that context. Problems encountered by a curriculum project illustrate what happens in practice when guide writers fail to appreciate teachers' objectives. (RM)

The two-part essay explores problems of developing history curricula and provides a specification for building history curricula that confronts problems about the nature and value of history. Propositions which underlie the specification are also presented. (KC)

Attempts to update chronology of events in noncompulsory upper secondary education in Australia since 1987. Identifies key differences among trajectories for Australia's conservative, progressive, and "common culture" states and territories as they deal with increased demand for higher level of schooling. Highlights some underlying…

Suggests that the formation and implementation of the National Curriculum for England and Wales has been a dialectical process involving legislators, administrators, and teachers. Using case studies, discusses some problems with the curriculum and schools' responses that may work against a truly national curriculum. Criticizes reduced local…

Observes that a naive grasp of science makes it difficult to acquire further scientific knowledge. Argues that students must restructure intuitive knowledge to conform to contemporary scientific ideas. Explores mental models that students employ in thinking about scientific concepts. Explains how teachers should work from these models to change…