Since the 1920s, colleges have offered how-to-study courses orientating students to the rituals of academic study. We present an historical overview of these courses by highlighting major developments including the emergence of courses that evolved from skill-based curriculum underpinned by behaviorism to strategy-based curriculum underpinned by…

Foundations are the forces that influence the minds of curriculum developers, which affect the content and structure of the curriculum. These forces are beliefs and orientations as well as conceptions of learning and the needs of society. Foundation of curriculum is rooted with the foundation of education. Historically, modern curriculum and…

Explores different movements in educational psychology that have affected music education since the 1950s: (1) behaviorism; (2) cognitivism; (3) humanism; and (4) a socio-biological model. Describes each of the four schools of thought in detail as they related to music education. (CMK)

Agrees with Brian Rowan that ideas about teaching and learning have powerful implications for many aspects of school administration and that professional preparation must centrally engage these ideas. Presents three complementary themes from contemporary research that raise additional considerations and point in other directions: the sociocultural…

This article reports on a study of a new performance-based test mandate in the state of Arizona. The measurement-driven reform provided an opportunity to examine the interplay of policy and practice, specifically the use of testing to effect educational change. Attempts to reform schools through mandating assessments are categorized as behaviorist…

Students in higher education are faced with rapidly changing societal conditions. As the nature and structure of the workplace and the family have changed, the specific knowledge and skills people need for the future have become less predictable. Teachers can address these changing conditions by applying cognitive theory to learning and…