In 2008, the University of Melbourne rolled out its restructured undergraduate degree program offerings. Rather than offering a multitude of faculty-specific degrees, the University started to offer a limited number of generalist degrees that serve as developmental pathways to specialist masters programs as well as stand-alone employment…

This paper re-examines Ivan Illich's ideas as expressed in his seminal work "Deschooling Society" from a 21st century point of view. It explores the validity of his ideas for our current education system. Illich's work was published at the time of a paradigm shift in curriculum theory which resulted in the development of Reconceptualization and…

Scotland's new "Curriculum for Excellence" (CfE) has been widely acknowledged as the most significant educational development in a generation, with the potential to transform learning and teaching in Scottish schools. In common with recent developments elsewhere, CfE seeks to re-engage teachers with processes of curriculum development,…

At the end of the first nine months of the American Institutes for Research (AIR) project to revise and field test the Comprehensive Career Education Model (CCEM) curriculum materials, activities are proceeding on four fronts. A coding of 61 curriculum units on a lesson-by-lesson basis has been completed and a content analysis is now being carried…

This book provides beginning teachers and educational leaders with a series of articles that can help them build their curriculum knowledge base. Features include: (1) Provides a historical context of the curriculum field, giving educators a solid foundation for curriculum knowledge; (2) Describes the political nature of curriculum and how we must…

Research indicates that, if future teachers are to effectively use technology, their pre-service preparation should employ multiple components. These components include core course work in educational technology, faculty modeling, and clinical experiences. This paper describes and analyzes one model for drawing these three components coherently…

The first phase of the American Institutes for Research (AIR) activity in the revision of 61 curriculum units of the Comprehensive Career Education Model (CCEM) project focused on obtaining information that would aid in revising the units to meet the needs of publishers, school administrators, and teachers. Three separate acceptability studies…

The supposed gulf between curriculum development as it is practiced, and curriculum theory, may be an imaginary one, this article suggests. Textbook curriculum axioms are used to analyze Mississippi's Accountability and Instructional Management program, and it is found to be consistent with the theory taught in college classrooms. (DCS)

The Curriculum Matrix developed by A. W. Foshay (1991) is a broad, comprehensive conception of curriculum, incorporating a range of perspectives and meanings often overlooked. This paper situates Foshay's matrix in the field of curriculum studies. By focusing on Foshay's interpretation of five curricular purposes (aesthetic, physical,…

Although students' motivation is crucially important, present curriculummodels focus more attention on objectives than on how to engage students' interest and effort. Proposes a method to clarify discussions of how children can be motivated in order to make explicit the consequences for curriculum design. Describes its use in the current work of…

Since education is both a science and an art, it is difficult for curriculum theorists to develop rules and principles which apply to both aspects. Practical uses of curriculum theory include the application of existing models to specific situations, and practitioners using their own practical experiences and relating them to curriculum models.…

Curriculum planning is presented as an ideological theory which is both a contributor to and instrument of social policy. A statement of theory is essential for discussions of core curriculum, and, more importantly, for clarifying the purpose of education within society (f=fiche number). (CP)

This paper argues for an increased research emphasis on curriculum structure. A conceptual framework that synthesizes past and current conceptions of curriculum structure and provides a vocabulary of useful concepts is suggested. (Author/JR)

Reports an experiment which tests the hypothesis that the process of curriculum development affects the resulting curriculum. Describes developed models of curriculum. Concludes that the hypothesis cannot be rejected and that curriculum models do influence the resulting curriculum. (KO)

Presents descriptions of the management, systematic, and open-access curriculum development models to identify the decisionmaking bases, operational processes, evaluation requirements, and curriculum control methods of each model. A possible relationship among these models is then suggested. (Author/DN)