The writer examines the claims of a more technological approach to everything taught in schools. He has authored a book on technology in education and is the convener of a group on technology. (CK)

Curriculum is a perennially elusive and multifaceted concept. After the frustrating results of curriculum reform efforts in the 1960s and their dismantling and reversal in the 1980s, arguments for historical study are considerable. As Great Britain's example shows, we must rehabilitate the historical study of school subjects. Includes 23…

A working party of the Schools Council--a central agency funding national curriculum development projects in Great Britain--developed general principles and recommendations for the dissemination of these curriculum projects. The main aspects of dissemination are strategy, teacher involvement, local support, inservice training, use of media, and…

The assumption of social and academic benefits accrued to students in comprehensive high schools are tested under conditions of non-streaming. (Author/KM)

Examines the scope and methodologies of future curriculum research in Great Britain. One topic that should be studied is the need for schools to plan their curricula as a whole, not as a collection of separate subjects. (AM)

This bulletin of the Schools Council (London, England) provides a general description of the state of mathematics curriculum development in Great Britain, annotated listings of eleven curriculum research and development projects, and a list of fourteen selected Schools Council publications. Information on how to obtain publications or further…

If discussion of English primary curriculum is ever to develop from its present impressionistic state, it needs to develop a greater concern with the detail of organization and interaction, with the day-to-day commonplace of teaching, and with the conceptual models held by typical teachers. (CS)

Examines the impact at the primary level of efforts to introduce a national curriculum in Great Britain. Contends that the biggest obstacle is confusion about the definition and implementation of an integrated curriculum approach. Warns that effective cross-curricular programs already in operation may be replaced with highly differentiated and…

This volume examines two facets of curriculum research and development. The first part is concerned with the teacher and his day-to-day problems in the classroom and is presented here with an account of the way linguistics came to have a particular shape and focus in the field of English. The second part continues with an examination of the…

Presents an overview of changing concerns in British curriculum research since 1950. The discussion covers the role of government agencies in curriculum research, the demand for both practical curriculum evaluation and theoretical models, new directions of study and recent paradigm shifts. (AM)

The purpose of this study was to survey the Nuffield Science Teaching Projects' adoption and diffusion into British secondary schools. This report presents a narrative of the three-phase research strategy. The first year was of an exploratory nature aimed at elucidating the various forms that adoption and rejection of innovations could take, the…

Examines the relevance of curriculum research to the needs of British educational policymakers. Five curriculum research reports were evaluated regarding their authoritativeness, novelty, research background, persuasiveness, and physical format. The author concludes that packaging of research results to increase their desirability makes them…

Recent funding changes in Great Britain have shifted the purpose of evaluation to serve the ends of government. Government now has the power to define and prioritize key categories in education and provide a mechanism for control. Claims that evaluation is now little more than consultancy and monitoring and is not research-based evaluation. (NL)

This bulletin of the Schools Council (London, England) lists and describes curriculum research and development projects in science developed in England from 1963 to the present. The projects described in this paper range from those encouraging a wide-ranging, interest-centered curriculum to those for older pupils with a clearly structured…

The Centre for Applied Research in Education (CARE) is different from most educational research institutes because its work delves into the valuing processes of the individual teacher and because it attempts to search for alternative forms of inquiry and recording. CARE works mainly in curriculum evaluation and school innovation. (JN)