Uses the case study of a new private school to investigate the implementation of a curriculum designed to incorporate project-oriented, problem-based learning, and a constructivist approach to challenge gifted learners. Discusses the origins of the school, influencing factors, and implications for initiating similar efforts. (MJP)

Contends that curriculum theorists often distinguish between the formal or official curriculum from the actual or hidden curriculum. Argues that the hidden curriculum always has a normative, or moral, component and that educators have a responsibility to make the hidden curriculum as explicit as possible. (CFR)

The article discusses the lack of recognition given to jazz in music education in England. (Author/RM)

Discusses the shift of Australia's School Based Curriculum Development (SBCD) from state departments of education to the local school itself. Outlines the aspects of the curriculum development process and the importance of the principal in influencing both the organization of the school and satisfaction with curriculum planning. (BR)

Argues that school improvement research and teacher career research should be related. Describes the limitations of each and illustrates the argument for their union using a study of Swiss teachers' professional life cycles that sheds light on some aspects of school improvement. (GEA)

A pluralistic or eclectic use of educational theory is essential to curriculum deliberation in the sense that deliberation is enriched by the examination of problematic situations from a variety of perspectives. Skills, abilities, and sensitivities requisite to the practice of a critical pluralism are discussed. (RM)

Suggests that educational philosphers have adopted Immanuel Kant's argument that 12 categories are necessary for a complete understanding of the natural and moral worlds. Concludes that using Kantian arguments to determine curriculum is logically invalid. The key to educational philosophy lies in inquiry into the nature of thought and…

In this paper, the author contends that curricularists should look in other directions rather than continue to be occupied with increasingly anachronistic reform projects. With this argument in mind, in the first section of this paper the author examines curriculum-reform strategies and theories, drawing specific examples from physical education…

The paper considers the current international trend towards standards-based evaluation in a historical and comparative perspective. Based on a systematization of evaluation perspectives and tools, two basic patterns of curriculum control are discussed: process evaluation, and product evaluation. Whereas the first type has dominated the Continental…

Observes the changes in public education that occurred along the Wisconsin frontier. As the territory progressed, education changed from a winter-term only enterprise lead by male farmer/teachers to a full term lead by professionally trained women teachers. Identifies professionalization as the greatest influence on the feminization of teaching.…

Maintains that Australian curriculum governance takes place at different levels and all are targets of competing debates. Reviews recurring social influences and themes between 1981 and 1991. Asserts that the trend toward the devolution of management and curriculum control to local schools is the key to restructuring efforts. (CFR)

The exploration of history can be beneficial to curriculum change in three ways: (1) it can illuminate possibilities for action, (2) provide understandings of the unique contexts within which action has to be taken, and (3) play a part in the eclectic incorporation of theoretical knowledge in deliberation about change. (RM)

Intended for educators writing curriculum guides, this report describes a method of stating objectives which avoids indoctrination. The method consists of the use of flowcharts by which the cognitive operations associated with a desired behavior can be represented. (RM)

Curriculum instruction in teacher education, the role and independence of the curriculum and the self-perception of the teacher in regard to curriculum development are identified as three problem areas in the relation of teachers to curriculum. (Author/KM)