Curriculum mapping is a necessary process for establishing evidence of where learning outcomes are taught and assessed in higher education programmes. Mapping ensures the credibility of the institution and programme offerings and provides students with a clear understanding of what they can expect to learn and achieve during their academic…

This essay aims at conceptual clarification within the field of curriculum. The concepts of curriculum theory, design, and practice are approached from the point of view of axiology. The argument presented is based on a distinction between value principles and value judgments and the type of justification involved in reasoning about such…

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…

This report summarizes the first phase of work by the National Institute of Education Curriculum Development Task Force and presents several recommendations for Institute action to effect an informed discussion of the central issues in curriculum development. The report contains three sections. Section one contains information on the charge and…

The focus of this paper is on curriculum praxis, or the reflective transaction of curriculum decisions one makes and acts upon, and from which value judgements may be located, clarified, and inferred. The major topic is how values and value judgements relate to curriculum praxis and how they relate to other curriculum decision-making systems. A…

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)

The document is an abridged version of a total report on three training institutes for curriculum personnel development for the integration of innovative concepts and new developments, specifically in the area of Career Education. This volume is composed of extracts from resource individuals' presentations to one or more of the institutes. The…

The volume consists of all of the major presentations at three institutes for curriculum personnel development held to serve participants from all parts of the nation. From one to four presentations are included for each of twelve topics: (1) Role of the Federal Government in curriculum development; (2) Overview of curriculum development and…

This monograph is a progress report on efforts to develop curriculum theory for physical education. It focuses on the development of individual human motor performance and the utilization of selected movement learning media to achieve specified educational outcomes in relational perception and orientation in space. Concerned essentially with the…

A review and bibliography of the history of curriculum development in the United States is presented. The document is comprised of two parts. Part I traces the history of curriculum thought and practice up to 1955. Periods covered include: Herbartianism (1895-1905), which represented the first major formulation of curriculum methodology based on…

Two hypotheses were tested in this research: 1) Groups of parents, teachers, students, and administrators share similar attitudes concerning the worthwhileness of selected school activities; and, 2) The factors of process objectives, active student roles, informal evaluations, and timeliness contribute significantly to predictions of judgments…

In 1980, the International Environmental Education Program of UNESCO published Strategies for Developing an Environmental Education Curriculum, to be used as a working document for a series of regional workshops. This publication is a revision of the 1980 document and is intended to provide an update for curriculum developers in environmental…

The views and attitudes of ten North American educational policy-makers concerning curriculum development and design are presented. The theories and research of Herbert M. Kliebard, Fenwick W. English, Walter Werner, John I. Goodlad, Decker F. Walker, William A. Reid, Norman E. Gleadow, Neil Postman, Elliot W. Eisner, and Michael W. Apple are…