The degree of consensus between undergraduate program directors and deans/directors of master's degree programs on the priorities for content of the professional foundation courses in social work education is studied. The findings suggest agreement on the elements that should be included in the professional foundation. (Author/MH)

The author proposes that every teacher needs a unified core curriculum in his or her own preparation to teach. He states that teachers must acquire an active care for language (English specifically), foreign language, history, literature--modern and classical--political theory, humanities, and science. (CT)

Describes a plan to restructure and reform Minnesota's kindergarten through 12th-grade education system in an effort to ensure that students are adequately prepared for the future. Discusses student performance, the limits of K-12 education, core competencies, problem-solving skills, and students' responsibility for their own education. (CT)

In reaction to articles by J. Warnock and W. Bennett, argues that a common background knowledge required for literacy does not depend on specific texts, or a literary canon, rather one needs to know a few facts about some of them. Concludes that cultural literacy is not text-bound. (SRT)

A summary and analysis of research in marketing education published since 1980 is provided and critiqued methodologically. The results of a survey of leading researchers in marketing education on the question of future directions for research is presented. (CT)

Considers the general education component of technical programs as a means of helping adults adjust to today's industrial changes in processes, machines, and management and thereby to hold jobs, move into new ones, and change careers. Reviews the literature on the general education needs of students in high technology programs and models for…

Observes that, in the face of curriculum reform toward educational "basics," journalism and mass communication (JMC) education must articulate what is basic about its discipline through a universal undergraduate core curriculum. Explores what current JMC cores reflect, and presents a rationale and guidelines for developing a universal…

The author discusses the effect of the rise of technology on the liberal arts. The benefits of liberal arts to society are sketched and ways to protect them from demise are suggested. The liberal arts core curriculum, as introduced at the University of Bridgeport, is described. (CT)

Describes steps taken to standardize seven sections of a beginning newswriting course and includes the basic grading scale used, with explanations. (CRH)

Physical education is in danger of being overwhelmed with specialized, technically-oriented career programs. The humanities may be abandoned as a curricular center of influence. An argument for keeping philosophy in the curriculum is made because it stimulates self-examination, helps resolve professional issues, and provides a means for better…

In fall 2003 New Jersey Governor James E. McGreevey and Commissioner of Education William L. Librera asked Achieve to review the new academic standards the state had developed in social studies to learn how New Jersey's new standards compared with those of other states. This summary report outlines the main findings from Achieve's review of the…

A pilot for "Cornerstone," a new core curriculum at Samford University that aims for a more deliberate inclusion and consistent coverage of communication competence, was launched to coincide with the university's sesquicentennial celebration in 1992. The Cultural Legacies component of Cornerstone dealt with instruction in speech…

This brief pamphlet provides a description of the obligatory and optional subjects taught in all 10 forms of the "Folkeskole," as of August 1976. Those subjects include: (1) Danish; (2) Arithmetic/Mathematics: (3) Physical Education and Sport; (4) Christian Studies (compulsory school, i.e. 1st-9th forms); (5) Christian Studies/Religious…

This brief pamphlet describes the regulations applying to instruction in the optional subjects of the "Folkeskole," as of June 1975. Pupils in the 8th to 10th forms may be offered instruction in the following subjects and topics: (1) Typing; (2) Photography; (3) Drama; (4) Film; (5) History; (6) Geography; (7) Biology; (8) Creative Art;…

Although in the liberal arts the main concern is comprehensive education, it is generally accepted that an engineering curriculum, while providing the fundamentals, can change continuously to accommodate technological, industrial, and economical interests. Meanwhile, in recent years many new forms of learning have been proposed that are quite…