Research indicates that, if future teachers are to effectively use technology, their pre-service preparation should employ multiple components. These components include core course work in educational technology, faculty modeling, and clinical experiences. This paper describes and analyzes one model for drawing these three components coherently…

Although students' motivation is crucially important, present curriculummodels focus more attention on objectives than on how to engage students' interest and effort. Proposes a method to clarify discussions of how children can be motivated in order to make explicit the consequences for curriculum design. Describes its use in the current work of…

Since education is both a science and an art, it is difficult for curriculum theorists to develop rules and principles which apply to both aspects. Practical uses of curriculum theory include the application of existing models to specific situations, and practitioners using their own practical experiences and relating them to curriculum models.…

Differentiates among several conceptions of curriculum, including the formal curriculum, the teacher-created and student-influenced curriculum, and the hidden curriculum. Explores new options disclosed by recent research and raises implications and issues related to them. Includes seven references. (MLH)

Reports an experiment which tests the hypothesis that the process of curriculum development affects the resulting curriculum. Describes developed models of curriculum. Concludes that the hypothesis cannot be rejected and that curriculum models do influence the resulting curriculum. (KO)

Text in German.

This symposium paper is concerned with curriculum theory and development and the place of curriculum theory within the area of instructional technology. It first identifies the central questions of curriculum (e.g., what should we teach?) and discusses the implications of the resulting issues: (1) why should we teach this rather than that? (2) who…

Defining curriculum design as a critically examined theoretical framework for developing curriculum, this document examines various decision-making processes of planning curriculum. Discussed are the importance of curriculum design, and attempts to examine four systems of curriculum thought, along with curriculum design currently available for…

A curriculum development model advanced by Allan A. Glatthorn in "A Guide for Developing an English Curriculum for the Eighties" was field tested in a public high school setting. The model consists of five parts: staff development, curriculum mapping, development of a scope and sequence chart, evaluation and modification of the taught curriculum,…

In this report of a project on curriculum planning, a new language is developed for analyzing and describing "the curricular-instructional subsystem." Some of the data come from the author's experiences in planning and directing the Experimental Freshman-Year Program (EFP) at San Francisco State College, but most were collected at the…

The author analyzes the Joint Council on Economic Education economics curriculum in terms of a framework developed by Klein, Tye, and Goodlad (1975), and points to a wide disparity between the ideal or formal curriculum and what actually goes on in the classroom. (Editor)

Discusses the desirability of curriculum reform, the status quo, and difficulties facing those who challenge fundamental assumptions of subject matter design and sanctioned practice. The article suggests alternative models of curriculum design and practice, highlighting structural changes needed in classroom instruction, professional education,…

This paper presents a multi-model approach to early childhood education programing as a means of achieving the most rewarding experience for children of differing needs and backgrounds as well as maximizing the effects of teacher personality and style. The negative social consequences of inadequate programing, particularly for lower class and…

This book is a report of a major curriculum revision undertaken by the faculty in educational administration in the School of Education, Stanford University. Sensing the educational needs of the 1970's and 1980's, the Stanford faculty pondered the kinds of administrative services likely to be needed and suggested one model that might have…