To meet recently promulgated standards, teachers are challenged to teach more rigorous, extensive subject-area content, develop varied instructional strategies, and reach a wider range of students. Teachers should be guided by a high-quality curriculum characterized by academic rigor, equity, and developmental responsiveness. (MLH)

Highlights development of a comprehensive core curriculum program at Ursuline College in Ohio in which the curriculum is integrated, interdisciplinary, and sequential, and embodies both learning and developmental goals. Several themes are identified that can be relevant to any college: (1) importance of theory, (2) importance of mission, (3)…

Describes the Alabama Science in Motion Program (ASIM) which provides hands-on science laboratories to high school students. Discusses the benefits of the program for host teachers and its impact on students and preservice teachers. (YDS)

Use of educational technology does not necessarily ensure educational quality unless objectives, curriculum, and the notion of competency are clearly defined. This article explores the importance of identifying competency, which is composed of domain-specific facts, knowledge, and cognitive skills. Recognition of the competency paradigm enables…

This article highlights the current dialogue about educational technology and ways of knowing in visual art education. The authors outline and evaluate the development and testing phases of a hypertextual online visual art course offered at the then Emily Carr Institute of Art and Design (http://www.eciad.ca/www/) in the summer of 2001. Through…

The 5-14 Development Programme was a major reform encompassing the whole of the curriculum, assessment, national testing and reporting for pupils of age 5 to 14 in Scotland. Between 1989 and 1993, national guidelines were developed for five curricular areas: English language, mathematics, environmental studies, expressive arts, and religious/moral…

In January 1995, the nursing program at St. Petersburg Junior College (SPJC), in Florida, undertook a project to enable nursing students to move from hospital- to community-based practice. Specifically, the project sought to establish partnerships with the health care agencies and facilities in the community, develop a community-based health care…

This paper reports on a study that examined skill standards pilot programs to identify lessons learned in the selection and involvement of representatives from the various stakeholder communities and the potential for sustaining the efforts of the pilot programs. Data were gathered through structured conversations with staff and committee members…

This book weaves together original essays with several that have been published earlier to address establishing the context for multicultural education, implementing multicultural perspectives in the classroom, and assessing the impact of multicultural education. The book also presents two annotated bibliographies. Following a foreword by J. Q.…

Project ALERT, a 3-year Wayne State University workplace education program in partnership with 5 varied worksites in metropolitan Detroit, developed replicable workplace literacy models. A review of literature provided information on how and why adults learn. A needs assessment and on-site observations were conducted to determine which sets of…

In 1993-94, the Board of Education of the City of New York distributed more than $1 million to augment existing multicultural initiatives in professional or curriculum development. Districts and superintendencies in the city also designed a 3-year program to facilitate the planning and scope of these initiatives. The 1995-96 school year was the…

This guide describes a quality process for external and internal evaluation of the elementary school education department. The term "pathway" is used to define routes through the quality process that describe any school administrative activity in terms of the indicators and examples of good practice. There are five pathways: process…

This report presents the results of the evaluation of multicultural education programs conducted by the Office of Educational Research of the New York City Board of Education. The Board had required each district to appoint a coordinator to organize, coordinate, and facilitate multicultural activities. In all cases, however, this was only a…

This document presents the text of a speech given by the President of Ramapo College (New Jersey) on campus responses to the imperatives for global education. A section laying out the principles for internationalizing institutions describes the strategies used at Ramapo College which includes multicultural and international themes pervasive…

This study evaluates the Armed Forces Staff College's implementation of selected recommendations from the April 1989 report of the Panel on Military Education. In particular, this report discusses Phase II officer professional military education (PME) programs taught at the Joint and Combined Staff Officer School in Norfolk, Virginia. The study…