This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new "Understand, Know, Do" structure for the curriculum has the potential to facilitate coherent design of teaching programmes and "deep learning." Using…

The study refers to the unfavourable reputation and status of general didactics as well as its decreasing importance in teacher education. This is a result of poor performance achieved in international tests by students. They score low on knowledge and arguments, and empirical studies indicate that didactic models are useless. In view of the above…

The application of the principles of scientific management within the structure, organization, and curriculum of public schools in the US became dominant during the early 1900s. Based upon research evidence from the modern day era of high-stakes testing in US public education, the fundamental logics guiding scientific management have resurfaced…

Explores the connection between teacher education paradigms and the promotion of active citizenship. Examines support for political education models in the Australian report, "Education for Active Citizenship." Inquires as to what directions for future action can be developed by matching teacher education paradigms with political…

Discusses transnational knowledge transfer, the exchange of theories, models, and methods among countries with little common heritage, focusing specifically on the transfer of the "inquiry teaching method" from the United States to Korea. Describes the transfer process and the need for a critical assessment of the proposed changes. (GEA)

Art education should be concerned with five categories of behavior: starting, orienting, assimilating, symbolizing and completing. Through these behaviors man develops his intuitive structures of comprehension, awareness, openness, and emotion. The author develops a more comprehensive model in rationale than the six models he examines. (VW)

Attempts to construct an account of how teachers acquire their professional identities as a means to informing professional development. Discusses four significant traditions (craft, scientific, moral, and artistic) in education. Considers implications for practice. (CMK)

Asserts that it is infeasible for teachers to use diverse styles of teaching and successfully educate their students. States that the arguments for diverse styles are very appealing, but it is impossible for teachers to implement all four models or the three approaches to teaching whether in alternation or in combination. (CMK)

Discusses a case study of an English teacher, the methods of teaching, and the difficulties encountered by the researcher in the study. Emphasizes the structure that an underlying pedagogical theory supplies for research, enabling the researcher to see, categorize, and analyze the content that teachers present to students. Discusses models of…

Reviews theoretical developments in science education and integrates them into a humanistic constructivist model of science learning. Applies this model to the new English national science curriculum. Explains the changing focus in science curriculum and pedagogy. Discusses theories of science learning in relation to the Education Reform Act…

Reports on a research development model designed to improve the teaching and learning of mathematics in the Dominican Republic. The model drew heavily upon the Missouri Mathematics Project. Discusses innovations in curriculum development, classroom instruction, and inservice teacher training. Includes statistical tables on student achievement and…