For the first time, the OECD Future of Education and Skills 2030 project conducted comprehensive curriculum analyses through the co-creation of new knowledge with a wide range of stakeholders including policy makers, academic experts, school leaders, teachers, NGOs, other social partners and, most importantly, students. This report is one of six…

Writing is a core school readiness skill, yet preschools typically provide children with limited writing opportunities. To consider how curricular materials guide writing instruction, the five most common Head Start curricula were systematically examined in accordance with the Head Start Early Learning Outcomes Framework. Curricula were coded…

This article is drawn from a study of curriculum policy thinking and agendas in Australia over the past four decades, and sets out to describe and discuss some particular emphases and agendas in South Australia at that over-arching curriculum policy level. It argues that, although significant changes are apparent over that time, in South Australia…

A comprehensive plan for the evaluation of new curriculums and instructional procedures stresses the observation of activities in which pupils are engaged while the instructional program is in operation. Through the Individually Prescribed Instruction Project conducted at the University of Pittsburgh, it was found that all observable pupil…

Four model curricula are examined as approaches to individualized programs in the humanities. (KM)

In the 1940's and 1950's, the goal of the schools was equal opportunity for all. Now the goal is to maximize the potential of each child through individualized instruction. As a result, standardized tests and measures lacking in prescriptive information on students are falling into disfavor. The three principal past uses of evaluation--placement,…

Presents an in-house strategy for evaluating developed curricula. The strategy is demonstrated via the evaluation of the Individualized Science curriculum. (SL)

Designed for use by vocational educators in planning, developing, and implementing a competency-based curriculum that is individualized, this guide begins with definitions of "competency-based curriculum" and "personalized instruction" and rationale for their use. A section on planning suggests resources to check before…

The relation between teaching activities and evaluation is often hampered by test results returned which are too late to be of use, are difficult to interpret, or poorly correlated with curricular objectives. A synergistic relation, on the other hand, can produce greater student learning than either teacher or evaluation can produce alone.…

Describes an attempt to solve curriculum development problems through the formation of resource cooperatives to share the design, production, and evaluation of learning schemes. (GS)

An evaluation of the first year of operation of the elementary part of the Individualized Mathematics System (IMS) is reported in this document. The opening section describes the IMS course, where re-usable workpages guide students to work individually, often using manipulative materials, to meet carefully defined objectives at nine levels. The…

This paper discusses a media study project in the elementary and secondary schools of Iowa. The project developed a media study for secondary students and a college companion (or adopter) course to prepare teachers in this new curriculum. The project employed behavioral science techniques and individualized instruction for both courses. The…

In three years, the Small College of California State College at Dominguez Hills has grown from a faculty of 12, with 130 students, to a faculty of 18, with 270 students. Objectives that guide the Small College's growth and development are: (1) effective functioning with a heterogeneous population; (2) the option of a three-year bachelor's degree;…

This paper suggests a variety of ways of assessing the curriculum and assessing pupils so that tasks can be matched to special needs learners in the process of curriculum differentiation. The emphasis is on formative and diagnostic assessment but summative assessment is also discussed. (Author/JDD)