Ralph W. Taylor's scholarly contributions to the evaluation and curriculum development fields prior to 1950 were central to educational discourse for subsequent decades. Taylor's genius was present in development of the National Academy of Education, the National Institute of Education, the National Assessment of Educational Progress, the Center…

From the monthly Saturday Review supplement, "Education in America, sponsored by the Charles F. Kettering Foundation. Adapted from a longer essay, "Schooling and Education, published in the 1969 edition of "The Great Ideas Today.

The processes involved in curriculum development in 18 curriculum centers are explored in this study. Most, but not all, were national centers sanctioned in varying ways by the government in the following countries: Chile, Ethiopia, Finland, Ghana, Hungary, India, Iran, Israel, Japan, Kenya, Korea, Malaysia, New Zealand, Norway, Spain, Sweden,…

Reveals the author's extensive work in educational planning and indicates the complexity, frustrations, and rewards of effecting change in educational practice. (Editor/RK)

Article investigated world-wide efforts to study educational change and implement new ideas into the educational mainstream. (RK)

This paper continues and elaborates several themes contained in the conclusions of TM 506 654. These include: (1) preference for a passive federal role in curriculum development; (2) federal presence is controversial and unlikely to diminish; and (3) deprofessionalization of the teaching role by the federal government. (Author/GK)

Curriculum theorists must raise their own institutions' level of consciousness about fundamental principles in the curriculum development process. Curriculum researchers must align themselves with curriculum decision makers in other institutions and curriculum inquiries must study actors, actions, and the consequences of actions in natural…

Analyzes the function of the elementary school and its development. (RK)

The problems of making curriculum decisions at all levels of the educational system, including theoretical and practical aspects, are discussed in this book. Specific research and case studies illustrate not only the nature of these decisions but also the social and political issues that complicate them. Introductory comments by John Goodlad are…

Schools need to be improved holistically, becoming vigorous community institutions. It is the local school which must be the focus of the efforts of community action and parent and teacher support. There are several major problems which many schools must solve in their effort to improve the educational delivery systems in the 1980s. There need to…

Based on the results of past studies, neither a wholly revised curriculum plan nor a new scheme of school organization is sufficient for successful implementation of proposed reforms. Each must be coupled with a strategy for change built on knowledge of the schools and in collaboration with them. (Author/EB)

Discusses the need for the development of school-university collaboration in the school reform movement. Describes three successful collaborative projects showing the positive effects gained from such collaborations. Includes a sidebar outlining the essentials for such partnerships and a list of references. (MD)

In this speech, the author suggests that the success of public schools depends heavily on commitment to and large-scale agreement on educational goals. He examines the difficulty in creating rational programs to carry out specific behavioral goals and the more remote ends usually stated for educational systems. The author then discusses the…

The ultimate purpose of curriculum planning is to arrange an array of stimuli or opportunities to extend or modify the knowledge, skills, or attitudes of identifiable learners. A curriculum might be defined, then, as a set of intended learnings. Three kinds of decisionmaking realms and three corresponding perspectives for inquiry make up the…