A model interdisciplinary rural-health curriculum implemented in North Carolina includes the following strategies as a framework for the design and implementation of a practice-based curriculum: preparation of site, faculty, and preceptors; expectations and roles; collaboration; structured community projects; and informal learning. (JOW)

Talks about how goals and literary merit form selection criteria to broaden and deepen the information available to students in some aspect of the curriculum such as science or social studies. Concludes that educators should be concerned that every child learns to want to read, and that every child learns to be a critical thinker and an engaged…

Describes one aspect of a year-long study of primary level teacher's and children's use of the language arts component of SuccessMaker, an Integrated Learning System (ILS). Documents areas where the curricula embedded in the ILS were congruent with teacher's normal curricula and pedagogical practices. Raises issues about the appropriate…

Considers Goswami's (1999) review of available evidence for and against the role of phonological rime awareness and analogy theory, concluding much of the evidence fits an alternative (non-rime) interpretation. Explores implications from this evidence for teaching and the role of rime analogy should play in the British National Curriculum. (SG)

Assesses the ambiguous relationship between linguistics and foreign language teaching, noting that budget cuts in foreign language departments usually mean loss of linguistics and literature, and bemoaning the loss of language teaching in higher education based on formal elements of language (grammar, syntax, morphology) in favor of a…

Identifies in the formation of United States college composition courses a tacit policy of English monolingualism based on a chain of reifications of languages and social identity. Shows this policy continuing in assumptions underlying arguments for and against English Only legislation and basic writers. (SG)

Discusses how a program designed to teach children and youth to read was used in two classes for adults. Presents an explanation and description of the implementation, reports of learner progress, and the perceptions of the participants. Concludes that despite poor testing outcomes, the learners, instructors, and administrators believed in the…

A South African university's community development program attempted to integrate Checkland's soft-systems method into Kolb's learning-cycle theory. Evaluation revealed shortcomings in the curriculum design, including the assumption of learner autonomy, necessity of assessing students individually, and difficulty of allowing learners to construct…

Describes a discipline-specific communication course for engineering students offered by a Canadian university. Suggests that a pedagogical approach based on North American theories of genre and theories of situated learning can be used to design communication courses tailored to the needs of any discipline under certain conditions. Lists three…

Presents a brief overview of dynamical systems. Gives examples from dynamical systems and where they fit into the current curriculum. Points out that these examples are accessible to undergraduate freshmen and sophomore students, add continuity to the standard curriculum, and are worth including in classes. (MM)

After a study identified inconsistencies between cognitive research findings and accounting teaching methods, accounting instructors in Scottish colleges implemented a cognitive approach with 49 students. Compared to 31 controls, these students were better able to adapt what they had learned to complete nonroutine tasks. (Contains 44 references.)…

Presents nine responses of professors and communication professionals to the ethical, economic, and enduring issues of journalism and mass communication education. Considers their responses to the state of journalism and mass communication education and reevaluates educational assumptions and practices. (SG)

Argues for a richer, more varied English Instruction experience for "vocational track" students. Suggests several methods for creating a more powerful vocational/English curriculum. Concludes that it is not the place of any teacher or school to decide what kinds of literacy students will or will not need or want in their futures. (SG)

Considers reasons that teachers and students alike do not read for pleasure. Lists three steps to address this: defining the teacher's reading philosophy; defining students' reading philosophies; and fusing reading research and curricular expectations. Describes how the author focuses her curriculum to accommodate more reading. (SG)

"Back to Prosperity. A Competitive Agenda for Renewing Pennsylvania" was a shot across the bow for the state. The report's findings and the work of Richard Florida and the Social Impact of the Arts Project--taken together with the rich intellectual movement of music education during the latter half of the twentieth century and the…