This paper presents the research design, rationale, and the results of a historical document-based research project to answer the following two-part question: How do popular and dominant political, social, and economic forces affect the creation and delivery of American history curriculum in public schools between 1890 and 1920 and how is this…

Aim of the project: Curriculum development is a time-consuming process and often interminable. Pursuing the idea of creating a nationwide core curriculum is one opportunity to develop a curriculum in library and information science (LIS). It can be supposed that a project like this can be the initial point stimulating and encouraging the widest…

Discussions on history teaching in Turkey indicate that the previous versions of the history curriculum and the pedagogy of history in the country bear many problems and deficiencies. The problems of Turkish history curriculum mainly arise from the perspectives it takes and the selection of its content. Since 2003, there have been extensive…

The primary purpose of this study was to determine the curriculum orientations of pre-service teachers at a university in Jordan. Rigorous translation procedures were utilized to validate an Arabic version of the Curriculum Orientation Inventory (COI) for use in Jordan. The validated COI was administered to a sample of 259 pre-service teachers who…

Four characteristics of curriculum theory are proposed: (1) Curriculum theory focuses on content, aims, and program development in education; (2) Curriculum theory rationalizes procedures for curriculum construction; (3) Curriculum theory conceptualizes curricular phenomena; and (4) Curriculum theory attempts to explain curricular phenomena. (JN)

Argues that traditional English methods of deciding what to teach have been more pragmatic than either U.S. "Curriculum Theory" or German "Didaktik," both emphasizing principled arguments about educational goals. Observes that English schooling continues to be shaped by discussion of subject-based methods rather than…

This publication presents information on the primary education systems of the 10 countries that make up the UNESCO subregional network for South and Southeast Europe, which is called Cooperation in Research and Development for Innovation in Education in South and Southeast Europe (CODIESEE). An introductory section discusses: (1) the sociocultural…

The curriculum field in the USA has existed in a chronic state of disarray, even crisis, for many years. This study considers whether the field's "reconceptualization" has alleviated the signs of crisis articulated some 30 years ago by Joseph Schwab. It concludes by suggesting that four issues should be examined in order to establish a vital sense…

In this paper the affective domain entails provision for the growth of attitudes and behaviors that deal with feelings, emotions, values, and in general the personal concerns of students. Its place in curriculum can emerge from an exploration of the following questions: To what extent can we identify and describe a distinct affective curriculum?…

Critiques the prescriptions and policy implications of the National Science Foundation (NSF) institute on curriculum priorities in the natural and social sciences. Proposes that NSF's withdrawal from the politics of curriculum reform is an abdication of its responsibility to provide national leadership in these fields. (SK)

Educators tend to view curriculum integration as an obviously good idea and thus adopt an attitude of "the more integration, the better." However, the analysis of elementary social studies presented in this report indicates that many of the activities suggested in the name of integration either: (1) lack educational value in any subject or (2)…

Studies the curriculum changes in Finnish compulsory education between 1881-1985, specifically examining the distribution of subjects throughout the curriculum. Argues that state intentions establish an ideal, but have failed to change school practices and the hidden curriculum. (GEA)

This paper summarizes the suggestions offered by investigative committees of U.S. historians from the 1880s to the present concerning the importance of studying history in public schools, what should be included, and how it should be taught. An integrative approach to learning, combining history with English and geography, as suggested in reports…

THE PROBLEMS AND SHORTCOMINGS ASSOCIATED WITH OUR PRESENT-DAY PROGRAM OF EDUCATION INDICATE A NEED FOR RADICALLY MODIFYING THE SYSTEM IN ORDER TO DESIGN AN EDUCATIONAL PROGRAM WHICH WILL BE RESPONSIVE TO THE PRESENT-DAY NEEDS OF STUDENTS. THE DESIRED PROGRAM SHOULD PERMIT THE MAXIMUM SELF-ACTUALIZATION OF EACH INDIVIDUAL AND ALLOW HIM TO DECIDE…