Underlying the philosophy of industrial arts education are untenable dualisms that need to be resolved. Curriculum development should reconcile or synthesize the three sources of curriculum: individual, society, and subject matter. (SK)

A graduate course in fundamentals of curriculum is described. The discussion-centered course seeks to provide a historical/conceptual framework for treatment of curriculum issues, present a variety of approaches to curriculum construction, and help students create their own approach to curriculum. An appendix describing a paper assignment is…

Background: Vocational education in Australia and elsewhere has a history of being gendered and classed, thereby limiting the post-school options of students undertaking this form of study. Drawing on Foucauldian theory, the authors used Gore's eight techniques of power to examine the micro-functioning of power relations at two case sites.…

This study examined how qualitative research is taught in foundation MSW courses using a content analysis of syllabi and a survey. The Council on Social Work Education required qualitative research content in 1994 and several authors advocate for greater inclusion of it. Yet no research about what qualitative content is included on syllabi is…

The purpose of this investigation was to gain insight into the features of 32 senior physical education courses from 22 school districts in British Columbia that have successfully maintained high enrollments of female students. Analysis of course outlines, interviews with teachers, and student questionnaires were used to collect data. The…

Developed was a conceptual framework for the selection and organization of the subject matter of science for elementary school curricula. The procedure involved (1) assembling ideas about the structure of science knowledge and about the growth of substantive concepts in elementary school children, and (2) organizing those ideas to form a…

Curriculum specialists with doctoral degrees were surveyed to determing their opinions on the optimal course content for doctoral programs for curriculum developers. (GW)

Argues that two types of theory exist, "pure" theory and "process" theory, and develops the position that theory is at the heart of the curriculum and is indeed very practical. Through a systematic approach understandings obtained in theory can be used in dealing with daily administrative tasks. (Author/RK)

New methods of inclucating the facts of American history into today's students are discussed. (CK)

Suggests why the industrial arts profession should unite to develop industrial arts into an acceptable discipline. (GR)

Presents importance and functions of and social problems related to families and the responsibility of adult education programs to strengthen family life and prepare persons for their family roles. (SB)

Discusses curriculum development efforts aimed at defining what curriculum is actually taught vs an intended curriculum. Curriculum mapping--used to record content, and curriculum variance--actual differences in content, are explained. (RAO)