Despite the long history of curriculum studies in the American Educational Research Association, few past presidents have used their presidential addresses to speak about the curriculum and its importance in education research and teaching. In this essay, I examined the presidential addresses (and paper) of three well-known curriculum…

Criticizes the response by William Pinar as not addressing points raised in Wraga's essay on reconceptualized curriculum studies. Pinar's vision of hopelessness for reforming the curriculum field continues the insulation of curriculum theorists from the complex problems of school practice. (SLD)

Three fundamental theoretical issues of importance to the work of curricularists are examined: (1) the matter of the technical and the practical; (2) the relation between knowledge and human interests; and (3) the relation between theory and practice. References are made to the critical theory writings of Richard J. Bernstein and Jurgen Habermas.…

Reviews reasons educational practice is less influenced by curriculum theories than in the past and responds to the criticism by William Wraga that theory and practice have split. Notes the gendered nature of the relationship between theory and practice in curriculum, in that more theorists are male and more practitioners are female. (SLD)

Analyzes information from teacher logs and interviews to describe what is taught in elementary school mathematics classes and to identify instructional weaknesses. Makes recommendations for curriculum reform. (FMW)

Areas of need in educational research are discussed: (1) assessment of student achievement; (2) necessary content area skills; (3) traits of outstanding teachers; (4) how to teach higher order thinking skills; (5) effective computer use; (6) skills to enhance worker productivity; (7) sound investments for education; (8) effective methods of…

Studies comparing the external characteristics of instructional methods have obscured the most important variable which accounts for learning from instruction: macroprocesses, or the frequency and intensity with which students cognitively process instructional input. Further research on macroprocesses may be a meeting point between the psychology…

Documents and explains three manifestations of the split between theory and practice in reconceptualized curriculum studies. Evaluates this split against the educational theory of John Dewey, considers the obligations of professional schools and land-grant universities, and suggests implications of the curriculum theory-practice split for…

A view of the field's current method and substance is presented through an account of curricular activity in school settings and in policymaking and implementation. (EB)