This paper reports research conducted with materials from the Anthropology Curriculum Project, which follows a substantive model, to answer the question: was pupil achievement in anthropology primarily a functon of the trained teacher, or a function of the materials used by any teacher in anthropology. A quasi-experimental design involving intact…

The study compared the facilitative effects of pre- and post-organizers on the learning of structured anthropology materials in the third and sixth grades. Investigator-prepared student texts were published in three formats: pre-organizers, post-organizers, and no-organizers. Two investigator-constructed norm-referenced Anthropology Achievement…

A model is presented which is designed to help curriculum developers prepare written pupil curriculum materials in the social studies. Helpful to teachers in presenting complex ideas from the social sciences in a direct and simple manner, the model consists of four major steps. Step I discusses the selection of major ideas and ways of placing them…

This report is a synthesis of five research studies comparing the facilitative effects on learning of searching and reception modes of study. The following five studies are discussed: (1) J.R. Dale, the effects on achievement of using the forced inferential response mode in an intermediate grade population-geography unit; (2) D.D. Dumbleton, the…

The disciplines, the means by which knowledge is generated and organized, provide a logical framework for the selection and organization of curriculum content. Curriculum development based on the disciplines facilitates content selection and cooperation with scientists and is compatible with the training of teachers and public expectancies. A…