This curriculum inquiry explores scholarly influence by examining how Joseph J. Schwab's ideas travelled over time and how his research was disseminated. The study begins with Schwab's biography and a literature review, followed by descriptions of the research method and sources of evidence. Data analysis centre on (1) The influence of Schwab's…

Teacher educators prepare future teachers, and their own professional development is essential for successful teaching and learning in schools. Our study aims at understanding teacher educators' professional development (TEPD) from the unique perspective of a group of educators who are regularly involved in planning, managing and implementing…

Reports curriculum concerns of Israeli secondary school teachers. The study indicates that subject matter decisions have high priority and that teachers express ambivalence in attitudes about their role in curriculum implementation. (KC)

Proposes an analytical conceptual framework and an instrument (Teacher Implementation Autonomy Profile) to reveal teacher autonomy in curriculum implementation. The instrument disclosed components describing expected autonomy and differentiated types of curricula. Sample analysis suggests an operative interpretation of autonomy, indicating that…

Investigated the relationship between the school context and teachers' views of themselves as professionals. Israeli vocational high school teachers, who taught high- and low-achieving students, matched images of themselves as teachers with drawings of other occupations and commented on their choices. These metaphors helped raise teachers'…

External demands on teacher education, plus teachers' and student teachers' inherent professional needs, create difficult situations for teacher educators. External demands (globalization, professionalization, and teaching for understanding) are analyzed, noting how teachers' needs for certainty and control exacerbate them. Gaps between teachers'…

The dual role of teachers as in-the-field researchers and independent workers is considered in light of a curriculum development approach that initiates program development at the teacher level, encourages active teacher participation in decision making and research and development, and facilitates flexible planning. An illustrative case study is…

Presents a positive review of the book, "Making Sense of Teaching," which examines the perspectives of practitioners and answers the question of how teachers construe and evaluate their own teaching, how they make judgments, and why they choose to act in particular ways in specific circumstances to achieve their successes. (SM)

Reviews "Re-making Teaching: Ideology Policy and Practice" (Smyth and Shacklock), which focuses on the relationship between social ideologies, policies, and the work of teachers, highlighting timely issues concerning worldwide educational reform movements and the ensuing changes in teachers' roles. Suggests that the book has a gloomy outlook that…

The kibbutz is presented as an example of a constructive microcommunity in which a special relationship exists with education. A model, to serve as a basis for analyzing the kibbutz school, has three main categories: (1) school provides services for the whole community; (2) school is assisted by the community; and (3) community has expectations…

Results of a study to measure teacher self-evaluation are related. Findings indicate that self-evaluation focuses on students, methods, professionalism, and teachers. Questions were directed toward actual and desired topics as well as to training received for self-evaluation. (Author/DF)

The process of curriculum development involves two phases: transformation of research findings into curriculum material by external developers and implementation of curriculum materials by teachers. In a study of the development of an eighth grade biology unit in Israel, the authors examined the characteristics of and relationships between the…

A sample of curriculum projects representing the first generation of new curricula in Israel was analyzed, using an instrument developed to determine the implicit or explicit message regarding the teacher's role in curriculum development and use. Curriculum development in Israel is moving from a centralized approach to greater involvement of…

Interviews were conducted with six Israeli junior high school teachers with the aim of identifying personal dilemmas they faced as teachers. Three of the interviewees were novice teachers; three more experienced. The subjects taught in Arab villages, a religious vocational Jewish school, and in a Kibbutz. Several educational contexts which give…