Curriculum deliberation is an approach to constructing, operationalizing, and evaluating curricula. The essay describes the deliberative format, discusses habits that impede deliberation, and makes suggestions for the amelioration of these habits. (RM)

Describes the process through which a multiracial, urban elementary class of remedial students adapted the children's story, "Dr. DeSoto," for an in-class presentation. Expands on this example to discuss the role of drama in language, cognitive development, and problem solving. Includes extensive transcripts of the children's…

We present the results of a literature review of studies on teaching strategies for moral education in secondary schools (1995-2003). The majority of the studies focus on the "what" and "why", i.e. the objectives, of curriculum-oriented moral education. Attention to the instructional formats for enhancing the prosocial and moral development of…

Uses the case study of a new private school to investigate the implementation of a curriculum designed to incorporate project-oriented, problem-based learning, and a constructivist approach to challenge gifted learners. Discusses the origins of the school, influencing factors, and implications for initiating similar efforts. (MJP)

Changes in instructional staff prompted development for different methods of conducting a three year course for college students. The author conducted a research survey during the change and determined that decision making in areas of business are dissimilar to those in education, the latter being rarely final, taking a great deal of time, provoke…

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…

The arts of perception, i.e., the arts that enable curriculum workers to see and make use of the significant and particular features of problematic situations, are discussed. The ability to discriminate and give meaning to details has received scant attention in the literature on practical curriculum problem solving. (RM)

Analyzes three widely-held conceptions of critical thinking: as one or more skills, as mental processes, and as sets of procedures. Considers each a misconception and offers alternative proposals for teaching critical thinking. (CMK)

The evolution of argument that the study of science develops skills, attitudes of mind, or ways of thinking and behaving that are transferable to other areas of experience is discussed by looking at ways in which it has been deployed by people who sought to expand or alter the role of science in the school curriculum in Great Britain. (RM)