Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems--or even what such a transformation might look like in the classroom. 3D virtual worlds offer a…

The 5-14 Development Programme was a major reform encompassing the whole of the curriculum, assessment, national testing and reporting for students aged 5 to 14 years in Scotland. Between 1989 and 1993 national guidelines were developed for five curricular areas--English language, mathematics, environmental studies, expressive arts, and…

"Thinking Science," the Cognitive Acceleration through Science Education (CASE) curriculum, is a program designed for 11-14 year olds (in the first two years of secondary school) which encourages them to reflect on their own thinking and to develop their reasoning power in tackling novel problems. This study presents results that represent the…

This book examines the American and British perspectives of effective schools to answer the following questions: How effective have schools been? Are they effective now? How do we know? and What do we mean by "effective schools"? The book analyzes the changes and reasons for the changes in ways in which schools have been considered…

This article draws on postmodern curriculum theories to present a critical analysis of the drastic curriculum changes that took place in China during its Cultural Revolution (1966-1976). It is hoped that a postmodern perspective will shed some light on why the educational reforms failed during this period. The text examines both sides of the…

The effects of the significant changes in English education that have followed the 1988 Education Reform Act are explored in this study that considers the impact of the Reform Act on elementary schools and the changes in primary (elementary) schooling as an illustration of wider social developments. The work of B. Bernstein provides a framework…

In the spring of 1991 a two-part questionnaire was mailed to a nationwide sample of 100 uppersecondary teachers in England. Usable responses were received from 72 teachers. The purposes of this study were the following: (1) to describe the impact of the 1988 British Reform Act on Education; (2) to determine teacher perceptions in selected publicly…

This document discusses the state of science education in primary school before and after the introduction of the National Curriculum in 1989 established science as a core subject. The first half describes research and specific efforts to improve science education in the primary grades. It includes the following sections: (1) "Background to…

Describes the history of early childhood education in Chile and recent educational reforms. Offers an overview of the Chilean Early Childhood Education program and discusses the new national curriculum and issues arising from its implementation. Describes methods taken to help implement the new curriculum nationwide and to assist teachers in…

States that the Education Forum and Enterprise New Zealand Trust took exception to the lack of instruction on New Zealand's European heritage, expressing the curriculum lacked an explanation of capitalism. Reports the New Zealand Federation of Social Studies Associations complained about the lack of emphasis on decision making and critical…

Reviews key provisions of Great Britain's Education Reform Act of 1987: establishment of a national curriculum and national student assessment procedures, shifts in funding and financial control that should increase school autonomy, and lifting of restrictions on school choice. Considers the applicability of such reforms to Canadian education. (SV)

A survey of 60 special schools serving physically disabled children (ages 14-16) in England and Wales determined that 70 percent of the schools did not teach foreign languages, and small percentages did not offer history, music, and geography. The impact of the National Curriculum on these students and schools is discussed. (JDD)

Describes the progress made in Northern Ireland toward the introduction of GCSE science curricula in postprimary schools. Documents the move from separate courses in chemistry, physics, and biology to integrated science courses. (DDR)

Focuses on further education (FE) in Great Britain and describes the nature of science education within the program. Describes the Spotlight on Science project which focuses on chemistry, physics, and biology. (DDR)

Highlights characteristics of arts education in Norway, especially with regard to music education. Discusses arts education policy issues such as School Reform 97, the aesthetic dimension, and the idea of the core curriculum. Observes how these different policy issues affected arts education and music/dance education in particular. (CMK)