Drawing on philosophy, curriculum theory, and studies of teacher education, this article questions the results of implementing teacher-thinking research in teacher education programs. Advocates a shift from research utilization and implementation to questions of curriculum deliberation and justification in teacher education. (GEA)

Reports the results of a pilot study which sought to determine whether research techniques associated with personal construct theory could be used with teachers and students to increase their awareness of sex-role stereotyping. States that this goal was achieved and recommends further use of this approach on specific sex-role stereotyping issues.…

This paper explores the concept of needs as a basis for curriculum development through the deliberations of the US educators associated with the Progressive Education Association's Commission on the Secondary School Curriculum of the Eight-Year Study (1933-1941). Noting how divergent views of "needs" influenced American educational…

This article describes the Kettering Project, a two year project aimed at developing curricula that would improve the quality of art education in American elementary schools. How the project was organized, how the project staff worked, and theories behind the curriculum development are discussed. (Author/RM)

Reports results of a case study which used personal construct theory, a psychological theory which attempts to explain people's actions in terms of the mental constructs they use to make sense of their world. Purpose of the study was to determine whether construct theory could be used to develop a comprehensive set of instructional concepts,…

Science educators verge upon "sheer eclectic laziness." That is, there is a lack of congruence between classroom practices and the discernible assumptions that underwrite them. Examples are provided. What is needed is a thoughtful selection of models of teaching and learning matched to strategies for their achievement. (RM)

Discusses how education is linked with social production (i.e., manual and mental work) and reproduction (i.e., processes such as knowledge, skills, values, and labor power by which the existing material base and culture are reproduced). The "frame factor theory" is used to interpret how the classroom pedagogic process is formed. (RM)

Answers questions raised by J. P. White in "Towards a Compulsory Curriculum" regarding why we should make education compulsory. In addition, the article observes what might be the proper content of curriculum in a compulsory educational system.

Contends that feminist theologians and reconceptualists have much in common and that the feminist voice should be stronger in the area of curriculum theory. Identifies particular ways in which feminist ideas can contribute to curriculum theory. (Author/DB)

Contrasts the epistemological world view of education found in Western industrialized societies with an emerging ecopolitical view which is based in an Aristotelian moral universe. Points out that reforms may affect procedures and practices without altering purposes and values. Suggests that these traditions should be transcended in order to gain…

Discusses Donald Schon's framework on reflective practice, focusing on his concept of design. Critically assesses the conceptual fit between Schon's framework and teacher training. Suggests that the fit seems forced. (CMK)

Presents a crucial German essay, originally published in 1958, that defined and introduced didaktik to a new generation of educators. In this incarnation, didaktik represents an educational approach that incorporates critical thinking (as defined by Adorno and Habermas) into both content and instruction. Briefly outlines the essentials of didactic…

Discusses changes in educational research methods over recent decades. Explores changing views of teaching and learning and what the changes mean for assessment and the content and delivery of the curriculum. Concludes that, to be effective, educational research must be relevant to education and perceived as such by educators. (SG)

Suggests in Bruce Kimball's thesis that a pragmatic consensus was emerging about the understanding of liberal education offers that it might be best understood by comparing it to J. Rawl's idea of an "overlapping consensus." States that by comparing and contrasting these ideas that the emerging consensus is pragmatic in nature. (CMK)

Considers liberal feminism focusing on its advances and limitations. Addresses dualism as connected to the history and theorizing of feminism. Argues that curriculum is overdetermined by the dualism feminist theory. Addresses and offers four categories descriptive of the dualism (experiential, categorical, psychoanalytic, and deconstructive). (CMK)