Four characteristics of curriculum theory are proposed: (1) Curriculum theory focuses on content, aims, and program development in education; (2) Curriculum theory rationalizes procedures for curriculum construction; (3) Curriculum theory conceptualizes curricular phenomena; and (4) Curriculum theory attempts to explain curricular phenomena. (JN)

The author contends that curriculum improvement efforts in the field of vocational education should focus on teachers, especially on teachers who are favorably disposed toward change. (GW)

The relationships between educational theories and educational practices are discussed. Differences between a theory-to-practice approach and a goals-to-practice approach are explained. (PP)

Most Appalachians are similar to mainstream America--White, Anglo-Saxon, and Protestant. However, the similarity has created an invisibility which has resulted in Appalachians being one of the most neglected of minority groups. Appalachians differ markedly from the mainstream in values and history. (JN)

Journal writing in action research can be a tool for uncovering the facts of a situation (an empirical approach), or the expression of a professional life (a phenomenological approach). These two approaches are explored, and a radical redefinition of action research journal writing is presented. (IAH)

Discusses ways to achieve science-technology-society (STS) goals in education, focusing on various technology educators' perspectives on and approaches to STS (understanding the STS relationship, recognizing limitations and usefulness, appreciating intellectual stimuli, understanding applications and decisions, and gaining knowledge and…

Examines issues of science and technology education in the United Kingdom, focusing on the Science and Technology in Society (SATIS) project which was designed to produce resource units to enrich existing curriculum materials for secondary students. The article discusses criteria for materials development, evaluation of SATIS, and future…

Discusses the actual subjects of study in science-technology-society (STS) education. The article looks at why it is being promoted, on what grounds, and by whom. It notes what alternative views compete with it, who will benefit, what constraints should be acknowledged, and what consequences can be anticipated. (SM)