This article presents perspectives on how principals in schools in northern Norway value the school reform "The Knowledge Promotion" and the new National Curriculum (LK06). It is based on a survey of all primary schools in the region of Finnmark and interviews with five of these principals one year later. The region of Finnmark in Norway…

Compares recent educational assessment policies of the United States and England. Asserts that the two nations are moving closer in their approach to educational assessment and student evaluation. Contends that U.S. social studies educators should follow closely the ramifications of national assessment in England. (CFR)

Traditional hierarchical models of secondary school management are undermined by the National Curriculum in requiring cross-curricular planning. Describes a management structure that includes flexibility, teamwork, communication, and consultation. Four figures illustrate the concepts. (MLF)

Discusses current interest in a standard national curriculum and standardized testing, including national teacher standards, flexibility on the local level, choice of textbooks, governance, and costs. Cites foreign examples and describes organizations already active in the movement. (DM)

Examines plans and proposals for the "Key Stage 4" portion of the United Kingdom's General Certificate for Secondary Education (GCSE) program. Explains the development of a 10-point assessment scale and plans for combined subject courses. Argues that, although economics instruction should be encouraged, it should not be the sole emphasis…

Examines the impact at the primary level of efforts to introduce a national curriculum in Great Britain. Contends that the biggest obstacle is confusion about the definition and implementation of an integrated curriculum approach. Warns that effective cross-curricular programs already in operation may be replaced with highly differentiated and…

Discusses the United Kingdom's plans for increasing student participation in post-16 vocational education and training. Explores the proposed General National Vocational Qualifications (GNVQs) and Ordinary and Advanced Diplomas. Identifies the place of economics in the National Curriculum. Draws a number of parameters from the government plan and…

This article considers issues concerning assessment of students with special needs at Key Stages 1 and 3 of the British National Curriculum. These include timing and administration of assessments, teacher training, special adaptations to the assessments, special arrangements, recording and reporting, and exceptions. (DB)

Suggests that the formation and implementation of the National Curriculum for England and Wales has been a dialectical process involving legislators, administrators, and teachers. Using case studies, discusses some problems with the curriculum and schools' responses that may work against a truly national curriculum. Criticizes reduced local…

Outlines ways that the core skills recommended by the British Secretary of State can be integrated into the economics A/AS level syllabi. Identifies and discusses these skills in the context of curriculum development. Discusses the implications for the first national examination in 1996. (NL)

Outlines statistical data on national curriculum patterns. Fewer than two percent of all graduating seniors meet or exceed the standards for college-bound students. Includes statistical data on courses students study, number of students per computer, dropout rates, activities of graduates, and test score averages.(MD)

Examines the claim that the National Curriculum provides educational entitlement to all 5- through 16-year-old students in England and Wales. Argues that the curriculum counters efforts to battle racial inequality. Suggests that Labour Party policies would do little better. Highlights elements of an alternative plan that could help promote…

Discusses the education for citizenship program that is part of the National Curriculum in Great Britain. Maintains that citizenship can be interpreted in a minimal, or formal way or in a maximal, or more personal fashion. Calls for a national debate to define more clearly the meaning of citizenship. (CFR)

Suggests that a major reappraisal of school science education in England and Wales is urgent and relevant to other nations' science education programs as well. Suggests that science instruction should be centered in technologies that will directly affect students' lives. Argues that science imparts values in spite of a reputation for neutrality.…

Presents results of a study of skilled history teachers. Considers beliefs and practices of teachers as compared to what the English National Curriculum defines as good practice. Concludes that many teachers fail to follow the national definition of good practice not because of ignorance but because they have different ideas. (DK)