The processes of educational planning and program development at the local and national levels differ in centralized and decentralized educational systems. In Türkiye, there is a centralized education system, and curricula are created centrally to include all students. In the United States of America, there is a nationally disseminated curriculum…

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…

Since the beginning of U.S. public school systems, educators and policy makers have debated what kinds of knowledge and skills that all schoolchildren should acquire. And those debates touch every aspect of a curriculum, its assessment, and its instructional materials. David A. Gamson, Sarah Anne Eckert, and Jeremy Anderson trace the history of…

It's been 20 years since the last 'National Debate' on education led to the launch of Scotland's Curriculum for Excellence with the four capacities in 2004. The curriculum was conceived to 'fully prepare today's children for adult life in the 21st century' (Scottish Executive, 2004, p. 3). These four capacities articulated the aspirational purpose…

This article proposes a new research approach to teachers' lesson planning. While numerous guidelines have been dominating lesson planning as an object of teacher education, we utilize teacher cognition and expertise research to view lesson planning from a different perspective: We argue that lesson planning typically demands specific cognitive…

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…

Student learning is a complex process that requires purposeful, thoughtful planning and reflection on the part of the teacher. If concepts, skills, attitudes, and values are to be learned, they must be taught explicitly and directly. This article is meant to serve as a step-by-step planning guide for standards-based unit planning. The process,…

This bulletin states the educational objectives of the Montgomery County, Maryland, public schools and outlines specific goals in the health education program for students from kindergarten through the twelfth grade. (JD)

Five short articles describe curriculum planning achievements in selected schools, including establishment of goals for a program for gifted and talented children; the use of learning charts, curriculum guides, and content lesson plans to make expectations public; establishment of subject area coordination; and two curriculum models. (MLF)

This bulletin provides a foreword to the Program of Studies series published by the Montgomery County, Maryland Public Schools. This series outlines the unified curriculum for students from kindergarten through high school. A statement of educational goals of the system and a discussion of educational standards and requirements for graduation from…

The term curriculum development is a fairly new one in the educational language, though it is being used with increasing frequency. The purpose of this book is to explain what is meant by curriculum development and what is involved in curriculum planning. It outlines the relationship among the various elements in the curriculum and explains the…

Stresses the importance of clarity and specificity of behavioral outcomes in the formulation of educational objectives. Suggests that curriculum development is more of an art than a science. (GC)

Education in European countries is subject to many competing demands which have an influence on the organisation and content of arts education. Increasing globalisation has brought both benefits and challenges, including those arising from increased international competition, migration and multiculturalism, advancements in technology and the…

Offers guidelines for developing a concrete curriculum in school systems, from adopting a curriculum policy to writing the document. (WD)