This exploratory, embedded single study examined the experiences of middle grades teacher design teams over 10 months as they were immersed in the development of interdisciplinary curriculum units using a backward design framework. The teachers were supported by a researcher-practitioner partnership and situated in a middle level school structure…

The curriculum that changes according to the age conditions helps the individual adapt to society. One of the programs created in this context is the life studies teaching program. The objectives of the curriculums prepared gain importance in this context. This study aims to examine the 2015 and 2018 life studies curricula according to the Marzano…

Leadership scholar-practitioners seldom need to be sold on the benefits of working together. Rather leadership educators want to know how to teach adult leadership scholar-practitioners how to work together across differences. The aim of this paper is to guide leadership development practitioners on how to nurture leadership that can address the…

How do you prepare your students for a future that you can't see? And how do you do it without exhausting yourself? Teachers need a framework that allows them to keep pace with our rapidly changing world without having to overhaul everything they do. "Learning That Transfers" empowers teachers and curriculum designers alike to harness…

This paper describes research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created in order to design educational objectives, to develop…

A challenge encountered when monitoring mathematics teaching and learning at high school is that taxonomies such as Bloom's, and variations of this work, are not entirely adequate for providing meaningful feedback to teachers beyond very general cognitive categories that are difficult to interpret. Challenges of this nature are also encountered in…

The Common Core State Standards Initiative, in its aim to align diverse state curricula and improve educational outcomes, calls for K-12 teachers in the United States to engage all students in mathematical problem solving along with reading and writing complex text through the use of rigorous academic content. Until recently, most teacher…

To develop meaningful instructional programs for technology education, goals need to be in place to direct the outcomes of curriculum development and teaching. Goals are program terminal outcomes that focus curriculum writers or teachers who structure content for learners. Goals provide direction so content can be delivered for long-term impact to…

"Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape…

A developmental model for a junior high school course in future studies is presented, and the relationship of the model to extant curricula, research data, and needs analyses is discussed. A design for integrating this model with a second problem-solving problem model to create a future-oriented, inventive problem-solving program is also…

Educational Objectives and brief course descriptions for the social studies program, grades K-8, Montgomery County Public School, Rockville Maryland, are presented. The document is organized into two sections. Section one outlines the K-6 Social Studies Design approved by the Council on Instruction in April, 1977. The design should be implemented…

The present study was undertaken to determine which cognitive skills underlie successful performance on the CASS, a hierarchically-ordered test of inductive problem-solving. (Author)

A general overview of the appropriate role of behavioral objectives in curriculum decisions. (HB)

In response to HE 528 462, the author suggests the use of student-generated learning issues in problem-based medical education should place more emphasis on mechanisms in the generation of learning issues, the ramifications of various degrees of student input into the identification of issues, and the role of teacher-learner negotiations in the…