The purpose of this study is to analyze 9th grade physics, chemistry and biology curriculums, which were implemented by the Ministry of Education since the academic year 2008-2009, in terms of scientific literacy themes and the balance of these themes and also to examine the quality of statements about objectives. Physics, chemistry, and biology…

Research focusing on community college leadership programs and the needs of workforce development personnel shows that the primary knowledge and skills needed by professionals in the field include collaboration, teaching, community college context, effects of globalization, data usage, and skills related to leadership and team work. Program…

This article provides an extended, comprehensive example of how teachers, schools, districts, and external factors (e.g., parental pressure and policy mandates) shape curriculum research in the U.S. It retrospectively examines how three different middle school curriculum units were implemented and scaled-up in a large, diverse school system. The…

This study examined uses of adolescent literature included secondary teacher preparation in English, math, science, and social studies education at 12 institutions. Analyses revealed programs emphasized adolescent literature in a variety of ways and most often in courses for English majors. Only two institutions required that prospective math,…

The essential nature of public school student performance on standardized examinations is becoming increasingly apparent. As schools across the nation are examined more closely based on the science achievement of students, career and technical education programs will be expected to contribute to this effort. Through the lens of Ajzen and Madden's…

This study looks at the curricula for mathematics, science and literacy, comparing England's curricula with those of other countries based on performance in international comparative surveys. The main objective was to answer the question: How does the content of the Primary Curriculum in England at Key stage 2 compare in literacy, math and science…

The Science Curriculum Improvement Study group had significantly greater gains in utilizing science processes than a matched group using a textbook approach. (DF)

Presented is a scheme for systematically analyzing curriculum prescriptions to produce probing arguments in defense of the instructional objectives of each curriculum. With the probing arguments thus defined, a defensible, analytical choice between the alternative prescriptions would be facilitated. Included are four detailed examples of the…

Presented is a report that includes condensations of papers presented on interdisciplinary curricula, evaluation and dissemination and of the reactions to these papers. The full papers and reactions are in the appendix. The report also includes the highlights of discussion sessions at which small groups reported. The final section summarizes the…

This guidebook sets forth five different methods for analyzing curricula. It is designed to be used primarily by teachers, curriculum supervisors, and administrators but may also be used by parents, students, and community members as they select materials for use in the classroom. The analytic methods are: (1) TIMSS Curriculum and Textbook…

As appendices to the final report on Project Physics (SE 015 500), this volume includes parts of the original documents concerning the project development. Articles published in the "Physics Teacher" are included in reprint form. Evaluation and research papers along with related materials issued in other publications are grouped into…

Attempts to assess the impact of the NSF science curriculum projects have been generally unsatisfactory. Much of the NSF impact on science education will probably continue to defy quantification. Whether or not the new curricula achieve their goal of increasing scientific literacy among the public can only be evaluated over the lifetimes of the…

Determined whether the different value positions claimed by Macdonald to be inherent in his three curriculum development models resulted in differences in the content of science curricula and/or the organization of such content. The findings supported Macdonald's contentions. (Author/SK)

Compared formal science scope/sequence with curriculum as it was taught in Little Rock (Arkansas) classrooms. Elementary teachers (N=126) were given a list of 273 concepts and asked if a topic was a significant part of their instruction and how much time was spent teaching it. Results are reported and discussed. (JN)

This report synthesizes critical issues and questions associated with science curriculum reform for the purpose of establishing a research agenda. Section headings describing needed research are as follows: Science, Technology, and Cultural Needs; Schooling Needs; Science Education Needs; and Research in Science Education Needs. Contrasts and…