The purpose of this short article is to offer a critical perspective on Larsen and Harrington's ambitious and stimulating review article. It does so by drawing a distinction between teaching and learning and discussing how progression metaphors for describing the latter can distort the moral purpose of the former. My response to the provocation…

As education in England emerges from a major curriculum review (DfE 2013), the next few years will see significant changes in what is taught in schools and how this is assessed. As a core subject, under the current proposals, all students, from the beginning of primary school until age 16, will study science in some detail. Biology is an exciting,…

The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural…

Michael Young's article "Overcoming the crisis in curriculum theory: a knowledge-based approach" ("JCS, 45", 2) is discussed from the starting point that the claimed crisis is constructed from a decisive solution, that is the solution determines what is a crisis. But curriculum research and curriculum theory are in need of…

This article contributes to discourse on signature pedagogy by reconceptualizing how our pedagogies are understood and defined for social work education. We critique the view that field education is social work's signature pedagogy and consider what pedagogies are distinct about the teaching and learning of social work. Using Shulman's…

The author was disappointed by R. J. Campbell's sour critique of the Cambridge Primary Review in "FORUM" Volume 52 Number 1 2010. His description of the Review's proposals on curriculum and pedagogy as "backward-looking, cumbersome and partial" is such a bizarre misjudgement that it calls for some response. The author comments in turn on R. J.…

This article extends the conversation begun by Levisohn in "A Menu of Orientations to the Teaching of Rabbinic Literature" (volume 76, issue 1 of this Journal), and continued by a number of respondents (volume 76, issue 2). After discussing several insights offered by respondents, the article takes up the question of whether the menu is accurate.…

Students--and their best interests--are the focal point of curriculum reform in basic education in Hong Kong. Since 2001, Hong Kong has sought to reform basic education so as to enable every student to become "all-rounded." At a practical level, this has meant the cultivation of students' ethics and values, intellect, physical fitness,…

Ten years ago, the authors of Knowing What Students Know proposed that large-scale and classroom assessment should be created from the same underlying model of learning. They suggested that, ideally, a model of learning should provide a developmental perspective, "laying out one or more typical progressions from novice levels toward competence and…

In this article, the author begins by describing an important present moment in curriculum studies. He then rethinks this moment and briefly explores the implications of this new line of thought for leadership development. At the 2007 American Association for the Advancement of Curriculum Studies' (AAACS) business meeting, Pinar (2007a) presented…

This paper presents a philosophical approach to undergraduate curricula. The approach, informed by research, has been conceptualised as "socially critical vocationalism" (SCV). SCV is neither training nor pure traditional academic provision but an approach to curriculum that is academically defensible, practically relevant and socially…

Reviews the role of history in the U.S. social studies curriculum. Explains that differing interpretations of history and the purposes of history have had a significant impact on the structure of the K-12 social studies curriculum. Argues that the time is ripe for historians and social studies educators to renew cooperative efforts. (CFR)

This paper addresses the role of engineering PhD education and its relationship to innovation and technology, and the need to reconsider how we educate PhD engineers. Much of the effort on engineering education in the last two decades focused on undergraduate education with a few exceptions that relate to master degree programs. Doctoral education…

Briefly discusses the nature, objectives, and content of the multicultural curriculum in England. (MP)

The most critical elements of any nursing curriculum are the philosophy, objectives, conceptual framework, and level objectives. All aspects of each of these elements need to be systematically organized and carefully articulated to provide a firm foundation upon which a curriculum can be developed. (Author)