This paper presents research on using a model-driven approach to the development and management of electronic courses. We propose a course management system which stores a course model represented as distinct machine-readable components containing domain knowledge of different course aspects. Based on this formally defined platform-independent…

This paper follows Kennesaw State's University's (KSU) faculty journey in developing a new integrated core curriculum for their Management majors that will empower the students and meet the needs of today's employers. Curriculums must change to stay current. Depending on the amount of change, this can be a huge undertaking for a department…

A general framework is presented for the Sheridan School District K-12 social studies curriculum. The guide is arranged into three sections: rationale, goals and objectives, and scope and sequence. The rationale section emphasizes that students should develop awareness of individual rights and responsibilities, cope with the problems of our…

The United Nations International School developed a conservation curriculum involving all disciplines and all levels of education, K-12. The purpose of the program is discussed, and its design, scope, and structure are examined. (RM)

The anti-curriculum in English must be anti-formal, anti-traditional, anti-rigid. It must, on the other hand, be pro-human, pro-imagination, pro-creation. (Author)

The anti-curriculum in English must be anti-formal, anti-traditional, anti-rigid. It must, on the other hand, be pro-human, pro-imagination, pro-creation. (Author)

Examines various approaches to sequencing learning experiences in geography in elementary and secondary education. Emphasis is placed on sequences of learning based on logic, age, and learning readiness. Research on organizing learning sequences is assessed. Journal availability: see SO 507 226. (Author/DB)

Well-sequenced K-12 adventure programs avoid student boredom due to repetition. Aligning adventure programs with established standards requires planned sequences with activities that enhance learning outcomes. Written curricula can accomplish these objectives while documenting how programs meet educational needs. Project Adventure has developed an…

Addressed is how the art curriculum and the school system affect one another, with a pragmatic description of how the art curriculum should fit into the total art program and of how both can be related to the goals of the school system. (Editor/KC)

When developing scope and sequence documents for gifted education, program level planning and classroom implementation must be aligned. This article discusses methods for: organizing to accomplish curriculum alignment, matching the gifted program goals and activities to those in the general curriculum, and selecting materials for a gifted…

These guidelines for teachers are part of a total social studies K-12 curricular program. The guide provides a basis for developing courses of study adapted to the needs of students; to make the teacher more aware of student-performance at their respective grade level, and as a basis to make decisions regarding pilot programs and adoption of…

The G-C-O-LP-G development plan is a step by step procedure for the development of a Goals-Concepts-Objectives-Lesson Plan-Guide which may be used by instructional leadership personnel. (Author/CB)

The minimum requirements for sequential programs in the language arts and related enrichment programs recommended in this document were determined by the results of an Alabama State Department of Education survey, which ranked 60 educational goals in order of importance and in which the top five goals reflected an overwhelming concern for language…

Following an organizational outline of specific language skills associated with expository writing (but applicable to creative writing as well), this booklet charts the introductory, teaching/refinement, and mastery levels from kindergarten through grade 12 for writing skills in the categories of sentence structure, paragraph structure,…

This paper proposes a plan for teaching young children in a systematic diagnostic manner. A sequence of steps is described which includes: (1) diagnosis, through the use of formal and informal tests and classroom observation; (2) choosing specific objectives that have relevance to the individual child and are measurable or observable; (3) planning…