There is more and more external control of classroom content and processes. This external control is being vested in legislative and administrative bodies, which are more apt to turn the school over to managerial and industrial needs. Teachers should take organized action to defend their right to control the classroom. (RM)

Examples of children's discussions about Escher Kaleidocycles are utilized to show the importance of connecting mathematics to its sources in sense experience, rather than just teaching the conventions which are meaningless to many students. (IS)

Discusses the claims in law and teaching concerning the educative power of cases and the role they should play in professional preparation. Reflects upon the case method and compares case traditions in law and teaching. Comments on the lessons that can be learned about the application of case methods to teacher education. (KO)

Reviews research on the personal dimensions of teaching and how teaching can be enriched by conceiving of it as a reflective and moral practice. Concludes that teacher behaviors can translate specifically into enacted social values such as civility, effort, and appreciation of subject-matter. (CFR)

The emergence and rapid growth of computer network technologies are changing the way people live and learn. Computer networks provide new alternatives for the design, development, storage and distribution of, as well as access to, learning materials. Therefore, they present new and formidable challenges for curriculum designers and teachers. In…

This study explores aspects of teachable-moment-oriented curriculum practice by questioning whether a teacher's teachable moment is relevant to the learner's "learnable moment". For teachable-moment-oriented curriculum practice to result in developmentally and culturally appropriate meaningful learning, transforming the identity between learner…

Using an economic analysis of market forces in schooling, this paper investigates change and diversity in the 14-19 curriculum of 16 schools in three local education authorities in England. Using qualitative data from interviews with several teachers in each school, it focuses on changes in the schools' curriculum for modern foreign languages,…

The supportiveness of the principal was found to be significantly related to the organizational and theoretical dimensions of school-based curriculum development. When school staff saw the principal as supportive, there was higher perceived intimacy among staff, higher perceived curriculum satisfaction, more perceived group decision-making, and…

Discusses the results of a national survey of secondary school principals in Ireland undertaken to determine (1) what curriculum developments have taken place at central and local levels, and (2) what variables might best explain and predict involvement in school-based or decentralized approach to curriculum development. (RM)

Recommends and explains why case studies are a good way of evaluating curriculum and giving direction and a rationale to policy decisions about curriculum development in schools. Describes and analyzes various descriptive, analytical, and deliberative case studies. (CK)

Explores the different status and validity accorded to various subjects in Hong Kong secondary schools and the structure and ideology that supports this system. Argues that the curriculum continues to promote the characteristics of direct state control even though efforts have been extended to change it. (MJP)

Argues that individual teacher's conceptions of disciplinary knowledge are reflected in the curricula but that institutional factors also influence the curriculum presented to students. Discusses constructivist epistemology and employs qualitative research to interpret teachers' conceptions in a case study of three biology teachers. Suggests…

Discusses a study designed to evaluate the relationship between curriculum innovation and the classroom instructional methods of teachers and their students. Concludes that although significant changes in classroom practices accompany the introduction of a new curriculum package, the changes were antithetical to the intentions of the package…

Examines Australian curriculum movements since 1950. Argues that curriculum specialists in the 1970s allied with progressive teachers' and parents' organizations to foster diverse participation in curriculum decision making. Contrasts this to the 1950s, 1960s, and 1980s, when curriculum specialists assisted conservative state education…

Discusses the use of Aristolean logic in developing practical reasoning and arguments. Asserts that practical arguments are used to explain why an individual took action based on practical reasoning. Contends that this approach should be used by teachers in applying research findings to instruction and in encouraging students to support their…