Describes the development of an inventory to measure educational value orientations. The inventory assesses whether teachers favor disciplinary mastery, social reconstruction, learning process, self-actualization, or ecological validity as the most important outcome of education. (GEA)

Contends that if textbooks are to be improved it is essential that teachers, administrators, and textbook selectors become more demanding and discriminating consumers. Examines various textbook components that need improvement such as: (1) photographs; (2) basic skills exercises; (3) worksheets; and (4) content. (BSR)

The conflicts which are the educator's professional task to resolve are discussed in the context of need for change. (JB)

Outlines a theory of cognitive development designed to be useful in defining an ideal education and discusses the practical steps for achieving educational goals. Three stages of cognitive development are proposed and their implications for curriculum content and teaching strategies are discussed. (AM)

This is a philosophical exploration of the role of educational conventions guiding teacher behavior. Although concepts like basic skills and grade level influence teacher decisions about daily teaching activities, they can also serve as conceptual points of departure when teachers decide to innovate. (AM)

Examines the extent to which the widely publicized changes in mathematics curricula and in methods of teaching mathematics since 1960 have resulted in observable change in classroom behavior of teachers, in content, and/or in student achievement in mathematics. Findings from several studies of mathematics education in British Columbia indicated…

Presents results from a large study of classroom management in third grades. The objective of the study was to gather extensive information about how third grade teachers in socially disadvantaged schools organized their classes. Data are presented regarding student behavior, teacher behavior, and characteristics of effective management.…

The curriculum implementation models reviewed utilize observation techniques, focused interviews, questionnaires, and content analysis. Concludes that determining the relationship between the level of program implementation and program outcomes prevents curriculum from becoming ineffective. (KC)

Curriculum developers and scholars in China are facing a set of inter-related issues around the goals and the strategies of curriculum reform. This paper argues that there are, as in every process of curriculum development, seven goals to be addressed within China's curriculum reform: (1) the establishment of a new curriculum philosophy or ideal;…

Describes the process through which a multiracial, urban elementary class of remedial students adapted the children's story, "Dr. DeSoto," for an in-class presentation. Expands on this example to discuss the role of drama in language, cognitive development, and problem solving. Includes extensive transcripts of the children's…

Reports on a research development model designed to improve the teaching and learning of mathematics in the Dominican Republic. The model drew heavily upon the Missouri Mathematics Project. Discusses innovations in curriculum development, classroom instruction, and inservice teacher training. Includes statistical tables on student achievement and…

Describes interactive educational technology and discusses its use in the classroom. Asserts that research about the effectiveness of interactive technology ignores links to curriculum goals and educational objectives. Asserts that a human tutor may still be needed to extend the thinking of a group. (CFR)

Starting in 1997, a sophisticated, outcomes-based curriculum was to be implemented in South African schools. This study examines and analyses how science teachers in one rural school responded to the demands of this new curriculum. I consider the capacity of the school and the extent to which outside support and pressure was provided. The levels…

Challenges the current belief that post-secondary curricula is defined by faculty and institutions in response to demographic shifts. Maintains that a complex interweaving of social movements, class structures, political, and economic forces influences the adaptation and implementation of curricula. Criticizes the establishment and the recognition…