Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational…

The purpose of this research was to investigate the major patterns in content-based instruction (CBI) lesson plans among practicum teachers at the final stage of an MA TESOL program. One hundred and seven lesson plans were coded according to a typology developed to evaluate clarity and identify areas of potential difficulty in the design of…

This paper presents an overview of research on academic tasks in the classroom and describes some of the themes that are emerging from studies in this area. The concept of "academic task" is defined along with problems associated with using this theoretical construct in classroom research. Three conceptions of how content should be represented to…

An examination of the role of process and content in social studies is offered. Concludes that both are equally important and that diverse process goals may be emphasized in guiding students to achieve viable facts, concepts, and generalizations. (JDH)

Discusses criteria to apply to key aspects of the inspection and monitoring process in modern language instruction. Quality assurance includes assessment of the whole learning environment. Ten characteristics of a good modern language lesson are listed. (six references) (CK)

Presents strategies needed by instructors changing to electronic instruction delivery systems in higher education. Topics include developing pedagogical goals, including interactive learning; organization and hierarchy of course content; communications skills; making students feel welcome; fostering student-to-student collaboration; providing…

Focuses on the main elements that characterize online course design. Topics include design constraints; analysis of learning needs; defining objectives; course prerequisites; content structuring; course flexibility; learning strategies; evaluation criteria; course activities; course structure; communication architecture; and design evaluation.…

Asserts that the status of civics, a formal course of instruction in middle/junior high schools, is alarming. Maintains that civic or citizenship education is the central purpose of social studies. Provides a context and suggested content for a civics course. (CFR)

Contends that, although social studies teachers want students to think, research indicates that most teaching emphasizes knowledge, leaving few opportunities for students to think about it. Discusses criteria to assist teachers and strategies that promote student thinking. (CFR)

The curriculum guide for Alberta's six-year French language program, which spans grades 7 through 12 and is designed to increase program effectiveness through greater specificity, improved articulation, and increased instructional time, includes the following components: a set of objectives reflecting the province's goals of basic education and a…

Asserts that using a thematic approach to teach pre-twentieth-century U.S. history can help students connect historical events in a coherent pattern. Discusses the development of a history curriculum based on five recurring themes in U.S. history. Provides an outline for a nine-week unit that includes suggested student activities for each theme.…

The curriculum guide for Alberta's nine-year French language program, which spans grades 4 through 12, includes the following components: a set of objectives reflecting the province's goals of basic education and a rationale to support the inclusion of French in a school program; specification of minimum expectations for each language skill…

Argues that the primary grades play a crucial role in the development of student attitudes toward the natural environment. Describes content and activities used in the primary grades to develop ecological and aesthetic values. Discusses using problems associated with nature study as topics for moral development activities. (CFR)

Intended for K-12 geography teachers, this publication discusses course content and teaching methods for geography instruction. There are ten chapters. The first chapter discusses three educational philosophies which contend that the goals of education are to know, to do, and to be. Chapter 2 examines the nature of geography, discussing four…

Maintains that, before developing a curriculum to teach critical thinking in the social studies, it is necessary to conceptualize what critical thinking is. Discusses three definitions of critical thinking along with three strategies for teaching critical thinking. (CFR)