Discusses how to develop a chapter based unit, a very brief planning scheme that enables a social studies teacher to organize instruction drawing upon content from a single textbook chapter. This involves identifying a focus generalization, describing major concepts and subconcepts, preparing performance objectives, and developing key questions.…

Presents the concept of a work model which is a unit of practice within a computer based instructional system allowing replication of both information and interaction. The model also addresses some of the fundamental problems with objectives, e.g., richness of terminal behavior and relation to content. Ten references are listed. (CHC)

A 5-stage method using an idealized model to identify roles of school system personnel and assess their level of implementation was developed to examine the roles of those school system employees who were or should have been involved in the innovative Curriculum Resources Information Bank (CRIB) project. (SB)

Describes a model for planning, producing, and evaluating instructional television for the adult learner, which involves the interaction of faculty, television professionals, and students in the curricular content planning and the development of television scripts. A method of formative evaluation using student input is also presented, and results…

Noting that the change to comprehensive secondary schools in Britain has not been accompanied by a rethinking of the former divided curriculum, the author presents a model for a compulsory core curriculum for all secondary students through the fifth year. (SJL)

The participants, strategies, and tactics involved in the curriculum change process in graduate schools of business were investigated. Two groups of participants, internals and externals, and two strategies, the empirical rational and the power coercive, are identified. The methods used to implement or resist curriculum change are described.…

Reports on the curriculum development process used as part of teacher education, identifying problems of teacher time and effort, relationship to the practical demands of classroom teaching, and links with other aspects of teacher's work. (Author/CK)

The logic of an educational subject does not necessarily follow the logic of science. The natural order of a science curriculum need not be the best pedagogical order. The same course content can be realized via several isomorphous structures of equal value and consistent with the existing logic of science. (SM)

Briefly reviews educational change since the 1830s, stressing a Fourth Wave model arising from 1980s reform movements. Discusses curricular and instructional changes affecting schools, schooling, and teachers. The Fourth Wave emphasizes a relevant, student-centered curriculum, cooperative learning, mastery learning, teacher teamwork, and a…

Discusses definitions and types of multicultural literature and why it should be included in school curriculum. Describes Banks's four-level model for integrating ethnic content into the curriculum with increasing levels of sophistication and discusses how to select and evaluate multicultural resources to include in a media center collection. (LRW)

Argues that, in implementing non-traditional assessment methods, educators should first determine the significant learning outcomes of courses and whether the methods are right for those outcomes. Presents a three-step process for designing and implementing the right set of assessments and describes two examples illustrating the use of the…

The authors describe communication lessons developed to provide middle school students practice in using communication skills more effectively in the home. The specific skills included are (1) pictorial and word symbols; (2) hearing or listening; (3) speaking; (4) feedback; and (5) nonverbal cues. (Author/CH)

Transformational outcome-based education aligns curriculum with authentic tasks and authentic assessment, focusing on development of learners with metacognitive skills to cope with a technologically and culturally diverse world and workplace. (SK)

Contends that the goals and methods of content literacy instruction (integrating content area reading and writing across the curriculum) are paradoxical. Content literacy instruction confronts deeply embedded values as a radical pedagogy, yet it represents nothing new when shaped to fit traditional curricular goals. Explores this paradox through…

Like most other reform models, Hawkins's social reconstructive wedge model of curricular reform does not include the multiethnic and multicultural realities at the core of social reconstruction today. Our social order is crumbling around us, but we have no models dedicated to building a unified society for all our citizens. (MLH)