The author starts from a historical viewpoint to suggest that, at primary level, we have tended to perpetuate a nineteenth-century notion of music education. This is evident in the selection and organisation of musical content in curriculum documents, the scope of the teacher-pupil transaction implicit in these and the assumptions about music…

The main hypothesis here is that the notion of economic and social development has been misconceived by most stakeholders in matters of development. This misconception is the main cause of underdevelopment in Kenya, which leads to all the reasons most authors and commentators have given to explain Kenya's situation. Therefore, it is only possible…

This essay suggests a way for creating a curriculum for the future amidst the challenges of post-modern uncertainty. Curriculum discourse in the past has been dominated by widely-accepted key questions, which produce and maintain curricula that are essentially fragmented and reductionistic, and directly opposed to the essential demands of the…

The document describes a conceptual curriculum model for designing original geographical curriculum materials. The model emanated from a series of research projects at the Geographical Institute's Department of Geography for Education at the Rijksuniversiteit of Utrecht, the Netherlands. The objective of the research was to gain insight into the…

Provides both a rationale and framework for Earth systems education and a description of the early development of the Program for Leadership in Earth Systems Education (PLESE). Presents the seven basic understandings that form the conceptual basis for the PLESE program. (five references) (MCO)

This paper is a summary of the recent research on the Elementary School Economics (ESE) programs. The curricula were initiated by the Center in 1960 as a part of an experimental research project designed to answer the following: 1) can elementary school students comprehend, utilize, and retain basic economic concepts; and, 2) can a program in…

Reviews the stages of children's thinking according to Piaget's Theory. Illustrates how a curriculum writer might consider the complexities of a topic and match these to a level of thinking as represented by a school grade level. Outlines the implications of Piagetian levels in the construction of examinations. (GS)

TO TEST THE APPLICATION OF THE GENERAL SYSTEMS APPROACH IN CURRICULUM DEVELOPMENT, A PROBLEM WAS PROPOSED IDENTIFYING THE PHENOMENA AND CONTINGENT VARIABLES OF THE CURRICULUM SYSTEM WITHIN THE INPUT-OUTPUT FRAMEWORK. WITH TEACHERS, SCHOOL ADMINISTRATORS, AND GRADUATE STUDENTS OF EDUCATION AS VOLUNTEER PARTICIPANTS, TWO EXPERIMENTAL GROUPS GIVEN…

In this article it is described how the department has encouraged learning outcome discussions among the teachers and students. The typical development process of a new course is described. A two dimensional learning outcome model is also briefly introduced. This model is used to discuss what kinds of knowledge and skills are relevant in a…

The need to improve the presentation of religion in secondary history textbooks is examined by this symposium. Religious content, concept formation, and historical accuracy are examined in the report on religion in school history textbooks. A general discussion on the place of religion in the history of mankind offers insight concerning religious…

Discusses a study designed to evaluate the relationship between curriculum innovation and the classroom instructional methods of teachers and their students. Concludes that although significant changes in classroom practices accompany the introduction of a new curriculum package, the changes were antithetical to the intentions of the package…

This report contains a curriculum framework to be used in developing and implementing a new social-sciences education program for kindergarten through grade 12 in the California Public Schools. The report, funded by ESEA Title V, describes the framework of the program in the first two parts. The plan is designed to provide students with the…

This eight-part book contains 69 articles which address topics related to helping students become effective thinkers. The articles are organized under these categories: (1) the need to teach students to think; (2) creating school conditions for thinking; (3) what is thinking? deciding on definitions; (4) a curriculum for thinking; (5) thinking…

This book contains 29 articles which address topics related to teaching thinking. The articles include: (1) "Balancing Process and Content" (Marilyn Jager Adams); (2) "Structure of Intellect (SOI)" (Mary N. Meeker); (3) "Instrumental Enrichment" (Francis R. Link); (4) "Thinking to Write: Assessing Higher-Order Cognitive Skills and Abilities"…

The major purpose of this book is to rejuvenate the focus on thinking throughout the curriculum. This collection of 85 essays is intended to help educational leaders--teachers, administrators, curriculum workers, staff developers, and teacher educators--infuse curriculum, instruction, and school organization with practices that more fully develop…