As the second volume of a seven-volume series, this book describes curriculum development as three interrelated processes: planning, enacting, and evaluating. Curriculum development is a dynamic process that happens among learners and teachers in the classroom. In this volume, readers will encounter teachers, curriculum developers, and…

This paper explores a participatory process of Environmental Education (EE) networking in Mafeteng primary schools. It gives an overview of the existing EE efforts in Lesotho, particularly the models schools of the National Curriculum Development Centre. It also provides information about Lesotho Environmental Information Network as the body that…

This appendix is a companion document to "Saudi Arabia's Curriculum of Intolerance with Excerpts from Saudi Ministry of Education Textbooks for Islamic Studies." The appendix includes selected excerpts in Arabic with English translations for currently-used textbooks in grades 1, 4, 5, 6, 8, 9, 10, 11, and 12. These excerpts support the…

This book is based on research focusing on "creative teaching" in the British National Curriculum. The aim has been to test and fill out the concept of creative teaching in a wider range of schools and with teachers working in markedly different circumstances than before the 1988 Education Reform Act, which established a National…

This report summarizes results from research aimed at improving the quality of information collected about school curriculum. The research sought to design and pilot a model for collecting benchmark data on school coursework. These more indepth data, such as course textbooks, assignments, exams, and teacher logs, can serve as anchors against which…

Early childhood education in New Zealand includes the education of children from birth until entry into school. A national early childhood curriculum is expected to support the partnership between Maori people and the Crown established by the Treaty of Waitangi. This paper discusses the development of some national guidelines for early childhood…

Compulsory schooling commences for children in New Zealand when they are 6 years old, but all primary schools accept children from the day of their fifth birthday. On any school day, a new pupil may enter the class for new entrants and become part of the school system. This article explores the creation of an appropriate environment for these new…

This paper reports on many aspects of an in-progress Scottish national effort to improve curriculum, assessment, and progress reports on students ages 5 through 14. The 5-14 Development Program was launched in 1987, and this paper reports information from the first two years of operation. The study not only evaluates progress to date but also…

A preliminary discussion is presented of the advantages and disadvantages of the comprehensive assessment system used to complement the National Curriculum that is being introduced in England and Wales as part of the 1988 Education Reform Act. Some of the early findings of the Primary Assessment, Curriculum, and Experience (PACE) study are also…

This study examined the hypothesis that academic achievement affects different components of self-concept. Also investigated was the possible influence of nationality in modifying the relationship between academic achievement and self-concept, by comparing Slovenian and French subjects. The findings of two-factor (academic achievement x…

Ever since the publication of the age 8-14 materials by the Science and Technology in Society (SATIS) Project of the Association for Science Education (ASE), teachers have been looking for a similar resource for younger children. This book of units is a first step to answering that request. In the SATIS project, science and technology have always…

Te reo kori, a combination of movement, music, language, and Maori cultural values, was to be integrated into the new health and physical education (HPE) curriculum in New Zealand as one of the seven key areas of learning. However, the 1998 draft curriculum relegated it to one of the "considerations" for the implementation of the…

The implementation of the National Literacy Strategy (NLS) began in English primary schools at the start of the autumn term, 1998. It was intended to bring about "a dramatic improvement in literacy standards," so that, by 2002, 80% of all 11 year olds should reach level 4 in English at the end of Key Stage 2 national curriculum tests.…

The implementation of the National Literacy Strategy (NLS) began in English primary schools at the start of the autumn term, 1998. It was intended to bring about "a dramatic improvement in literacy standards," so that, by 2002, 80% of all 11 year olds should reach level 4 in English at the end of Key Stage 2 national curriculum tests.…

This paper focuses on the experiences of one beginning teacher, studying the ways issues of race and ethnicity are dealt with in a predominately white elementary school. Faced with issues of racism in the classroom, the teacher had no strategies to handle either overt or covert racism, both of which appeared to be condoned by those responsible for…