The National Geographic Society, the Association of American Geographers, the American Geographical Society, and the National Council for Geographic Education partnered to outline a "road map" for long-term strategies to improve K-12 geography education. The partner organizations assembled three committees to create synthesis reports, each of…

What is meant by the term "standards"? This article will use the definition of the National Academy of Sciences for their workshop on Assessing the Role of K-12 Academic Standards, "generally used to refer to both content standards, which describe material that students should be expected to learn, and performance standards, which…

An objectives approach to curriculum for special education students incorporates features of sequence including code, success criterion and assessment, age relationship, and record keeping. Such a structured approach, which uses behavioral objectives, provides for continuous assessment and promotes parent teacher cooperation. Potential problems…

Stresses the importance of clarity and specificity of behavioral outcomes in the formulation of educational objectives. Suggests that curriculum development is more of an art than a science. (GC)

This K-12 sequential course of study is the result of one school district's efforts to improve continuity in the social studies curriculum. Following an introduction and statement of philosophy, the program is organized around four basic educational areas--knowledge, application, valuing, and participation. Specific program goals include promoting…

Examines six simplistic beliefs about curriculum and their implications for curriculum development and educational practice. Argues that simplistic notions of curriculum must be challenged, and extensive efforts must be made to develop a comprehensive concept of curriculum. (JG)

Discusses a strategy for unifying and improving the social studies curriculum through an "outcomes sought" approach. Outlines eight measurable qualities students completing social studies should have achieved. Discusses implications of this approach. (LP)

The Standards of Learning Objectives for Virginia Public Schools in the areas of theatre arts, oral communication, and journalism explicitly stated in this guide reflect the scope and depth of these elective subjects and identify some appropriate ends for instruction. The guide outlines the program goals, objectives, guidelines, and SOL objectives…

This paper 1) discusses the problems encountered in preparing objectives for instructional programs; 2) describes an informal research project in which seven instructional designers working on the same project attempted to determine agreement on an objective; and 3) suggests how to prepare objectives so that difficulties can be minimized. One…

American educators first turned to behaviorism and the forerunner of systems theory to make education an instrument of social control for the preservation of cultural homogeneity. Rather than offering "backward" or "learning disabled" children increased educational opportunities, these procedures relegated them to a subordinate place in American…

Various stages in the development of educational objectives by a major British curriculum development project are described. (DE)

The development of curriculum in the area of nutrition is focused on with emphasis on developing norm-forming communication. Emphases by grade level from preschool to senior high are presented, and nine basic characteristics of a curriculum are outlined: (1) the curriculum should be longitudinal; (2) the curriculum should set basic nutritionally…

This pamphlet has been prepared as a practical tool to be used by educators and community people who want to strengthen the relationship between multicultural education and the basic skills. A model for multicultural education in the basic skills is provided for the following grade levels: K-3, 4-6, 7-9 and 10-12. For each of these grade levels,…

Reviews the goals of drama/theater education set forth by the National Theatre Education Project. Provides an overview of the knowledge and skills teachers need to teach theater and drama in elementary and secondary schools. (MM)

In relating foundation program objectives established by the Department of Education to classroom instruction, this paper identifies performance expectations for 21 subjects in grades 3, 6, 8, 10, and 12. These grades were chosen because they represent critical points in major stages of human development. The performance expectations are clustered…