This report describes how teachers support ninth-grade students who are doing scientific investigations in Natural Sciences in South African schools. This is of interest as allowing students to participate in inquiry-based investigations is a significant shift from traditional practices. It presents a new challenge to teachers as it signals an…

In 2011 the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa was promulgated. This framework proposes the establishment of teaching schools to strengthen pre-service teacher education. This study arises from this initiative. A generic qualitative study was undertaken to explore the views of research…

This study reveals the views of future teachers from Israeli-Jewish and Palestinian-Arab communities regarding the desired school history curricula. We applied a quantitative and qualitative survey to a sample of 528 students studying in teachers' preparation programmes in three higher education institutions: one research university with a large…

This paper considers the impact of a small-scale action research project which focused on the development of an emergent approach to curriculum making in a general certificate in secondary education course in geography. In this context, we argue that complexity thinking offers a useful theoretical foundation from which to understand the nature of…

The debate on the differential effects of mathematics textbook series is a recurrent topic in the research literature. Research results remain inconclusive, pointing to a lack of evidence to decide on the relevance of the selection by schools of a mathematics textbook series. Studies also point to difficulties in comparing textbooks. Recently, in…

Describes the Practising Integration in Science Education (PING) project that supports teacher, in-service trainer, and researcher co-operation to establish a practice of integrated science education. Presents an analysis based on case studies that investigated five teachers' understandings of PING and its role in the development of reasoned and…

Draws on survey research and case studies to examine teacher receptivity to the curriculum change embodied in the new environmental education guidelines in Hong Kong. Reveals that variables such as perceived non-monetary cost-benefits of implementing the guidelines, perceived practicality and support, and issues of concern were predictors of…

Examines the prevailing assumption that changing assessment can leverage curricular reform. Presents two studies conducted in New South Wales and Victoria in Australia. Reports that congruence between mandated assessment and school-wide instructional practice was found in two states whose high-stakes assessment embodied quite contrasting values.…

Reports the results of an empirical study in corporate education on the use of standards to design educational programs conducted from 1989 to 1993. Provides a conceptual framework on curriculum consistency. Examines whether the main research questions were answered and whether they can be generalized to a larger context. (CMK)

Presents a study that addresses the importance of instructional metacognitive knowledge of university freshman through the use of a survey covering: (1) instruction in general; (2) instruction in two different environments; and (3) specific delivery systems and concrete interventions. Finds that instructional experiences affect the student's…

Summarizes results from the study Teaching and Learning of Mathematics in the Dominican Republic (TLMDR) which evaluated eighth grade students' mathematics achievement during 1982-83. States students are not guaranteed an adequate level of mathematics instruction. Contends the Dominican Republic school system enhances and deepens social…