Offers a conceptual framework for curriculum studies that establishes a linguistic and analytic basis for comparing the upper grades of secondary schools in the United States, England, Wales, and Australia. Reports fundamental contrasts between United States and other countries. Examines differences found in the areas of organizational structure…

Discusses transformatory change in consciousness and the limitations of modern Western curricula. Considers hierarchicality, participating consciousness, a global systemic view, temporal balance, and reflexive awareness as aspects of a nonreductionist paradigm. Suggests that the rationalism now characterizing curriculum discourse inhibits a world…

In addition to knowledge of content, learners, contexts, and purposes, the teacher knowledge base should emphasize five domains: curriculum pedagogy, instructional models of teaching, goal development, a plan for teaching, and interpersonal skills. Teachers should be able to foster a community of individual learners. (SK)

Analyzes problems with the discourse of criticism (jargon, lack of practical connection) and of possibility (ineffective idealism) in curriculum studies. Substitutes the discourse of imagery, in which critical scholars address how as well as why language practitioners can understand. (SK)

Presents results of a survey questionnaire asking for teacher perspectives on student acquisition of democratic citizenship. States that the survey initially was begun as a field test of the evaluation instrument. Includes the survey questions and percentages of agreement and disagreement in the teachers' responses. (DK)

Investigates the existence of an identifiable core cognitive curriculum operative in early intervention programs as revealed in the developmental inventories used to assess students and in Individual Educational Program (IEP) objectives. Discusses the substance and suitability of this curriculum for developmentally disabled preschoolers. Questions…

What should be learned? How should it be organized for teaching? These seemingly simple questions are deceivingly political. Curriculum theorists are preoccupied with the politics of the first question at the expense of the realpolitik of the second. Instructional designers are preoccupied with the realpolitik of the second question at the expense…

The purpose of this article is to analyse the meaning of different cultural paradigms in the development of educational technology. The article analyses technology critically from the perspective of the philosophy of technology, examines the manifestations of instrumentalism in the curriculum theory and analyses its effects on the different levels…

The Comparing Options in Secondary Mathematics: Investigating Curriculum (COSMIC) project is a longitudinal study of student learning from two types of mathematics curricula: integrated and subject-specific. Previous large-scale research studies such as the National Assessment of Educational Progress (NAEP) indicate that numerous variables are…

This book provides beginning teachers and educational leaders with a series of articles that can help them build their curriculum knowledge base. Features include: (1) Provides a historical context of the curriculum field, giving educators a solid foundation for curriculum knowledge; (2) Describes the political nature of curriculum and how we must…

In most states those aspiring to be school superintendents must satisfy a series of post-master's requirements to receive the necessary certification. At the University of South Carolina, these academic requirements can be met through the completion of a 33 credit hour program culminating in an educational specialist's degree. A survey of recent…

Whilst religious education in the present may be seen to assume new roles and be perceived to be more about process than content, questions about content and the ways in which "faiths" are represented cannot ultimately be avoided. This article focuses on recent Agreed Syllabuses with particular reference to the place they give to…

An ongoing study for the National Research Center on Literature Teaching and Learning, conducted by Alan Purves, Sarah Jordan and others aims to identify the problems and challenges facing teachers and students of culturally diverse texts. It is also trying to determine how best to incorporate multicultural literature into the curriculum, grades 7…

This paper argues for an increased research emphasis on curriculum structure. A conceptual framework that synthesizes past and current conceptions of curriculum structure and provides a vocabulary of useful concepts is suggested. (Author/JR)

This review of the Twenty-Sixth Yearbook of the National Society for the Study of Education (1926) notes the circumstances that led to its appearance and assesses the picture of curriculum work that it presented. (Author/MLF)