Examines the longstanding argument between advocates of curriculum development and critical curriculum studies from the perspective of democratic inquiry artistry, highlighting the curriculum perspectives of Wraga (1999) and Pinar (1999). Suggests that the daily enactment of democratic inquiry artistry can help educational researchers by informing…

Describes the processes and circumstances in which the school of education faculty at a research university grappled with questions about the proper preparation in research methodologies of doctoral students in education (e.g., how research methodologies should be taught and what proportion of doctoral study they should occupy). Explains how, in…

Discusses the potential for providing high quality mathematics instruction for all students, addressing four conditions that are necessary for achieving this goal: high quality curriculum; a stable, knowledgeable, and professional teaching community; high quality assessment aligned with curricular goals; and stability and mechanisms for the…

Reviews reasons educational practice is less influenced by curriculum theories than in the past and responds to the criticism by William Wraga that theory and practice have split. Notes the gendered nature of the relationship between theory and practice in curriculum, in that more theorists are male and more practitioners are female. (SLD)

Explains how curriculum materials have played an uneven role in educational practice and proposes how the boundaries between teachers and materials in the construction of the curriculum can be redrawn. Discusses how curriculum materials act as agents of instructional improvement; examines the relations between textbooks, teachers, and teaching;…

Describes the composition and operation of the New American Schools Development Corporation (NASDC). The NASDC will design new high-performance learning environments for U.S. children. The seven design teams are to unveil new high-performance schools after two to three years, presumably by marketing designs. (SLD)

Documents and explains three manifestations of the split between theory and practice in reconceptualized curriculum studies. Evaluates this split against the educational theory of John Dewey, considers the obligations of professional schools and land-grant universities, and suggests implications of the curriculum theory-practice split for…

Discusses what constitutes higher education standards and suggests that the standards debate should focus on defining educational goals and examining the consequences of implementing them. Some standards characteristics are examined, including specific, publicized, rigorous, high-stakes, inclusive, and measurable standards. Standards in relation…

Argues that reform in curriculum and instruction should be based on students resolving problems rather than mastering skills and applying them. An alternative is proposed that builds on John Dewey's "reflective inquiry," arguing that this approach would facilitate students' understanding. This proposal is compared with other views on the…

Reports on the lack of attention being paid by educational policymakers to leadership preparation programs and explores issues in creating better leaders with the skills to create effective learning environments. Discusses leadership skills and characteristics required for school reform, the development of better leadership preparation programs,…