Problem-based learning (PBL) as a professional development model is an authentic means of stimulating reflective, insightful, professional growth. This paper describes a conference session that modeled the PBL professional development model as participants engaged in an actual PBL and created their own PBL professional development model. The…

This study of seven diverse New Zealand elementary and secondary schools explored specific and cumulative effects of school reform related to the New Zealand Curriculum Framework, which established an overall vision for reform, identifying seven core learning areas and other essential skills for students to develop. Researchers interviewed…

Describes the conduct of a new course in Peru designed for physics teachers at the university level with emphases upon learning of up-to-date teaching and laboratory techniques. Included is a description of local degree programs and basic philosophy underlying teacher education. (CC)

Measures to promote divergent thinking or creativity in children are discussed; teachers must understand the creative process and develop corresponding teaching methods and curriculum. (Author)

The exercises prepared for and organized by the Education Commission for the States are investigated in order to determine their content validity and to determine if the exercises as developed are to be used as models by teachers in developing their own evaluation questions. (Author/KM)

Paper presented at the Modern Language Teachers Association of South Australia Seminar, September 1972. (DD)

The Nuffield Project curriculum development strategy is discussed. A review is given of the most recent guides which instruct teachers in techniques for evaluating their students' cognitive growth on specific concepts. Within this context theories of development are discussed and the Nuffield Project communication with Piaget is related. (JP)

Dr. Kasschau offers a rationale and a philosophy of teaching for precollege psychology, with implications for curriculum development. (Editor)

Discusses the need for improving the quality of relationships between people, and for concentrating on "more human values": observation, memory, curiosity, imagination, sympathy. Examples of teachers aiding children to communicate are compared. (ST)

Advocates the use of minicourses in teaching secondary school science. Topics are suggested and methods for structuring minicourses are discussed. (JR)

Version of this paper, entitled Teaching Classical Humanities--and Humanizing Classical Teaching,'' was delivered before the New Jersey Classical Association at Rutgers University. (RS)

Describes a one month intensive course, offered at Westminster College, entitled Science and Literature: A Study in Values.'' The interdisciplinary course is an attempt to break down the barriers of specialization, and to focus on the reactions of students, scientists, and humanists to Darwin's theory of evolution and natural selection. (JR)

Discusses implementation of a conceptual physics course with emphases upon aspects of acoustics. Includes an outline of the syllabus used. (CC)

An oncology curriculum is described in which the responsibility for the education of the student in this discipline is placed on the instructor. (Editor)