Draws on survey research and case studies to examine teacher receptivity to the curriculum change embodied in the new environmental education guidelines in Hong Kong. Reveals that variables such as perceived non-monetary cost-benefits of implementing the guidelines, perceived practicality and support, and issues of concern were predictors of…

States that the schools and curricula of Latin America neglect the culture, interests, aspirations, and values of the majority of the population. Argues that radical changes in the curriculum-planning process are necessary. Considers the use of a cultural analysis model as a framework for planning curricula directed toward the achievement of…

Discusses previous attempts to confront the issues of how to deal with the competing views of science. Suggests an alternative approach for integrating nature of science issues into the school science curriculum. States that educators must accept that no single nature of science exists. Includes references. (CMK)

A quality science curriculum should emphasize science in a social setting, include practical applications, stress local relevance, utilize the many dimensions of science in learning activities and teaching methods, and focus on the resolution of problems and issues while de-emphasizing the solution of text and teacher-made problems. (RM)

Examines the recent influences on and development of upper-secondary Australian education. These influences include youth unemployment, rapid technological and social change, immigration, increasing federal role, and limited entry to tertiary education. Changes include broader curriculum planning to include all students, and improvement of the…

Asserts that a rapidly growing high-tech job market requires better educated students. Argues for a more integrated and holistic approach in general and vocational education. Describes the Integrated Studies Program at Massachusetts Institute of Technology as a model of this approach. (MJP)