This response builds upon some of the issues raised in the article "Windows and mirrors: three images of the US science curriculum as reflected through Kenya's Jua Kali" by Jomo W. Mutegi of Indiana University Purdue, U.S.A, and Lazarus O. Momanyi of Moi University. In particular, the need for an operational science education curriculum…

This article seeks to provide researchers and practitioners in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to…

When planning a Key Stage 3 curriculum with his department, Will Bailey-Watson began to question some of the common sense orthodoxies regarding chronological sequencing and curriculum design. Drawing on pre-existing debates about curricular structuring in the history education community both in England and internationally, Bailey-Watson identified…

This article synthesizes foundational knowledge from multiple scientific disciplines regarding how humans develop in context. Major constructs that define human development are integrated into a developmental system framework, this includes--epigenetics, neural malleability and plasticity, integrated complex skill development and learning, human…

This paper outlines a conceptual and operational framework for understanding the relationships between school culture and teenage substance use (smoking, drinking and illicit drug use). The framework draws upon Bernstein's theory of cultural transmission, a theory of health promoting schools and a frame for understanding the effects of place on…

This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore…

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century…

Understanding how various aspects of mathematics education work together is necessary if reform efforts are to succeed, Ms. Newton argues. She compares U.S. and Chinese mathematics education to provide perspectives that might further such understanding. She highlights the Chinese emphasis on thinking systematically about teaching, curriculum, and…

"Designing School Systems for All Students" provides a clear methodology for school leaders, teachers, and school board members to follow as they redesign their schools for the benefit of students. The authors demonstrate how school leaders set the expectations for all students to learn and grow as important contributors to the culture. In the…

The High/Scope curriculum differs radically from typical K-3 teacher-directed instruction in emphasizing the child as a self-initiating active learner. This curriculum differs from other child-centered curricula by using cognitive-development theory to stress problem-solving and independent thinking, rather than social development and…

A learning cycle approach to undergraduate instruction implemented in a variety of subjects at Metropolitan State College in Denver is described. An experimental group demonstrated significant gains in critical thinking and cognitive skill development as well as improved retention using a framework based on Piaget's stages of cognitive…

The author describes a Piaget based curriculum involving three main themes (classification, number measurement/space, and seriation) for young mentally retarded children. Students solve problems by doing something physically and mentally to the data, shuffling the facts about in their minds, so that they will come to a logical solution. Language…

Discusses advantages and disadvantages of standard high school biology and chemistry course sequences. Relates these sequences to Piagetian developmental levels as well as to David Ausubel's cognitive theory. Suggests that the sequences be reexamined in light of issues considered. (JM)

A brief description is presented of a curriculum offered in one school system that applies much of the available research on how children learn. Materials used, goals for instruction, concepts emphasized, and intellectual processes engaged in each of grades kindergarten through third are noted. (MP)

Current efforts to promote issues-based education in elementary and secondary schools will not succeed unless educators know what issues-based education is, why it is an important part of education, and how to include it in the curriculum. (Author)