Using mathematics as an example, the nature of the confusion between "knowledge" and "coming to know" is elucidated. The range of curriculum choices available to structuralists once the distinction is clarified is larger, and teaching a body of knowledge and teaching by discovery are compatible. (Author/MLF)

The Nuffield Project curriculum development strategy is discussed. A review is given of the most recent guides which instruct teachers in techniques for evaluating their students' cognitive growth on specific concepts. Within this context theories of development are discussed and the Nuffield Project communication with Piaget is related. (JP)

This study aimed generally to survey and interpret, for social studies supervisors and curriculum directors, the findings of significant research and development during the last decade that bear on: 1) what and how social studies are taught to disadvantaged students; and, 2) social studies content concerning disadvantaged or deprived groups in…

The literature on curriculum comprises three areas. The first is made up of the articles that advocate, describe, criticize, discuss, or pontificate. These articles contain little by way of discerning theoretical analysis and nothing by way of persuasive empirical evidence and are not considered here, though their influence on actual school…

One of the major issues in education is curriculum relevancy. To make education more relevant, curricula have been revised and redesigned; but many of these revisions have failed to be implemented at the classroom level because teachers and administrators are incapable of changing the classroom environment. Traditional 19th century instruction…

The four sections of this monograph review current research related to mathematics education from the points of view of studies concerning (1) the curriculum, (2) the child, (3) the learning environment, and (4) teaching methods. Topics addressed in part one include the sources of mathematics curricula, the curricular validity of "new…

This document examines contextual variables and how they affect instructional processes and educational outcomes. One contextual variable which has not received enough attention is the curriculum-material package. Curriculum packages represent potential experimental treatments. Possible research questions are whether these materials and…