This post-qualitative inquiry investigates the challenge of microfascism for curriculum and pedagogy. Contemporary schooling has been rightly implicated in the expression and production of microfascist desires for control, and the situation seems to demand a robust political response through curriculum and pedagogy. However, as this examination of…

This article concerns itself with the potential for ateliers to disrupt conformist approaches to pedagogy in early childhood education and care. An illustration of the role of the atelier in amplifying the aesthetics of the experience of the educational project of Reggio Emilia illuminates how disruption of conformity can be activated through the…

As global challenges to sustainable development are increasing, there is a growing pressure for educational systems to embed education for sustainable development (ESD) into formal education. To meet this demand, Eco-School systems were established in many countries during the past decades. Using General Inductive Approach to analyze raw data…

This article analyses student-learning outcomes from the redesign of Introduction to Physical Geography 101. Among the purposes of the redesigned course were to enhance student learning by providing rich interactive online content, provide more meaningful instructor-student and peer-peer exchanges, and to promote attitudes that facilitate student…

The aim of the study was to measure the performance reached by students (N = 138) when aurally identifying musical harmonic intervals (from m2 to P8) after having experienced a teaching innovation proposal for the Music Conservatories of Catalonia (Spain) based on observational methodology. Its design took into account several issues, which had…

Despite much public discussion about the importance of creativity and innovation-friendly teaching in Finnish higher education, the impact of the general opinion on actual teaching practices has been limited. In the Finnish computer science education the teaching mostly follows a pattern of lectures, fixed exercise sets, and exams. With this…

A look at the new concern in education with futurism. (AK)

The mathematics curriculum at Barton County Community College (Kansas) has been divided into 15 mini-courses to enable students to pinpoint their learning needs more specifically. (NF)

Describes introductory courses in botany and zoology taught in small conceptual units called minicourses to introduce students to concepts common to both courses. (IR)

This study describes an approach to learning and teaching that is structured as a project-based context-driven inquiry. The approach is positioned at the interface between knowledge-generation and use, and grounded in a generic notion of responsibility for the future of bodily life. The intention is to move the debate beyond the exhausted language…

Describes three systems of interactive satellite instruction for high school credit: German by Satellite, offered by the University of Oklahoma; Accelerated Learning of Spanish, originating in Utah; and the TI-IN network, which broadcasts 14 different high school courses from San Antonio, Texas. (JC)

Describes an exploratory study, its findings still tentative, using portable videotape recorders and micro-teaching techniques to motivate university professors to engage in activities to improve instruction, despite the nonrewarding atmosphere. (IR)

To provide for curriculum flexibility a block of five courses is available in each department of Pershing College. One example: an in-depth study of a major problem, theory, or person in the discipline. The plan was successful for a small college with limited faculty but diverse, creative, and flexible faculty and student body. (JT)

At Webster College, St. Louis, Missouri, the objective of the Webster Institute of Mathematics, Science, and the Arts (WIMSA) is to create curriculum materials for the lower schools in the fields of science, history, and music, and, concurrently, to devise a mode of teacher preparation aimed at producing teachers capable of handling such…

The formative evaluation of an experimental French class is described; several common evaluative techniques and their specific findings for this class are discussed; and the use of the formative approach for evaluation of innovative second language instruction is supported. (MSE)