This article addresses the "National Common Core Curriculum" in Brazil, focusing both on its "Introduction" and the sections dedicated to music teaching. The paper draws on contributions from broad critical curricular perspectives, arguing for the access to "powerful knowledge" as a means of achieving social justice…

The Learning Policy Institute (LPI) conducted research in New Mexico to provide state leaders and stakeholders a research perspective on the challenges facing education and to identify evidence- based ways that state policy can address them. This report complements the main report, "Improving Education the New Mexico Way: An Evidence-Based…

Undertaken during a period when changes in the assessment of English in public examinations at 16+ were becoming embedded in classroom practice, this comparative research explores where poetry is located within the newly aligned examination assessment frameworks of New Zealand and England. It comments on how these frameworks are locally…

Changes in the types of students enrolled in vocational agriculture and their interests, background, and needs suggest that agricultural educators should rethink the approaches currently used in curriculum development. The advantages of the core curriculum and the traditional approach to curriculum development need to be compared and weighed…

Discusses the history of curriculum development in the United States and indicates that an integrative core curriculum requires a new recognition of the interdependence of knowledge and its relevance to the life of the learner in a free society. (JOW)

The development of a core curriculum for secondary horticulture that New Hampshire teachers would actually use required grass-roots teacher input, independent and team writing, and feedback from employers and postsecondary instructors who would ultimately be affected by the new curriculum. (SK)

To overcome the fragmentation of secondary school curricula, the authors argue for a core curriculum of cluster courses, allowing students to acquire required skills and pattern their options. They suggest clusters in languages, business, histroy, art, home economics, and industrial education, alternating through four years of the curriculum. (JW)

Secondary school students in Pine River, Minnesota, need enough common knowledge to compete with graduates of other schools, but educators must keep in mind--as they move toward a more uniform curriculum--that each community is unique. (Author/RW)

Consensus building with 22 (of 26) postsecondary marketing educators established a core curriculum, mission statement, and articulation framework. Core marketing courses included principles of marketing, sales promotion, salesmanship, and management. (SK)

MACOS (Man: A Course of Study) is one of the few commercially produced curriculums used at Pine Hill High School (Ramah Navajo High School). The core of MACOS is the study of similarities and differences in the life cycles of various animals and people of various cultures. This article discusses how MACOS works in the context of Ramah. (NQ)

Describes Progressive Education Association's Eight-Year Study conceived in 1930 and published in 1942. Attempts to correct subsequent misconceptions and misinterpretations of the study's findings. (Contains 43 references.) (PKP)

The future of school chemistry is discussed in terms of its popularity and some of the extra- and intra-school pressures of the curriculum. (BB)

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 primary purpose of this project is to develop and field test a core curriculum in agriculture for rural secondary schools and a core curriculum in agriculture for metropolitan or urban schools in Illinois. Activities of Phase 1 of the project were reviewing literature and interviewing industry representatives to identify pertinent research and…

Discusses the process by which the Weston (Massachusetts) Public Schools chose a secondary school core curriculum. Describes six issues the district had to settle, three guidelines it followed in planning its curriculum choice process, and the seven-step process it used to define its core curriculum. (RW)