In this article I propose that curriculum and instruction are inextricably intertwined, curriculum development should be an important function of educational supervision, and supervision should foster a multidimensional curriculum developed by teachers. The proposed curriculum framework includes cognitive, social-emotional, moral, cultural,…

Translational research involving the development, implementation, and assessment of evidence-based interventions has shown promise in improving outcomes for children from lower socioeconomic-status backgrounds. One such approach involves 2-generation interventions, which target both children and their parents/caregivers. Here we traced the…

This thematic report is the culmination of the OECD's first comparative education policy focus on physical and health education in school systems around the world. Conducted under the auspices of the OECD Future of Education and Skills 2030 project as part of the International Curriculum Analysis, this report presents new insights into the…

Throughout countries such as Ireland, the U.K., and Australia, graduate students who fulfill teaching roles in the undergraduate laboratory are often referred to as "laboratory demonstrators". The laboratory demonstrator (LD) model of graduate teaching is similar to the more commonly known graduate teaching assistant (GTA) model that is…

Teaching and learning in kindergarten is related, on the one hand, to the principles, methods and forms of teachers' work that should optimally contribute to pre-school child development and learning, and on the other hand, to the issues of the developing their reasoning and other aspects of their personality. It is for this reason that the…

Viewing challenging behavior as the result of lagging skills (kids do well if they can) rather than as poor motivation (kids do well if they want to) has significant ramifications for how adults interact with kids with behavioral challenges and try to help them. A wide range of lagging skills can set the stage for challenging behavior. Challenging…

Posits that, by pursuing certain unattainable goals, educators have lost public credibility; and argues that, since schools are for learning useful knowledge, they ought to make their major efforts in the cognitive domain. (Author)

The author presents a discussion of (1) the development during childhood years of a concept about death; (2) seriously ill and bereaved children in the school setting; and (3) death education in the schools. (MJB)

Suggests that future pedagogy should search for methods to develop conscious thinking and to connect detailed learning with creative, utility-oriented human activities. Different pedagogical forms should be applied to a greater extent in universities and ordinary adult education. (JOW)

Discusses the four planes of development and the periods of creation and crystallization within each plane. Identifies the type of independence that should be achieved by the end of the first two planes of development. Maintains that it is through individual work on the environment that one achieves independence. (KB)

The article examines (1) the notion of teacher as developmental educator; (2) the classroom conditions prerequisite to stimulating moral development; (3) the role of teacher as moral educator; and (4) implications for pedagogy suggested by initial research on teaching within a cognitive developmental framework. (MJB)

Paper presented at Annual Convention of National Council of Teachers of English (Milwaukee, Wis., November 28-30, 1968).

George Herbert Mead's general philsophy showed that he regarded the development of distinctively human behavior as essentially the result of an individual's meaningful participation in the social process of the community to which he belongs. Mead believed that education was a social process involving the meaningful interaction and communication…

This book contains papers in revised form that were delivered during the Fordham University 1976 Institute on Moral Education. The eight papers are titled: (1) The Teacher as Moral Educator; (2) Ten Years as a Moral Educator in a Catholic School; (3) Moral Education at the College Level: A Blueprint; (4) Moral Education at the Elementary School…