Describes efforts to overcome fear and disinterest among science students in the College of General Studies, a two-year interdisciplinary core program at Boston University. Indicates that the textbook is used to support course lectures, rather than as a primary source; study habits are taught along with the subject material; and teamwork is…

Outlines a conceptual scheme detailing the functions of a communication curriculum in relation to the communication field; the institution in which a department finds its home; and the society. Illustrates the scheme with the case of one particular department's core curriculum. (PA)

Describes a year-long core humanities course at Washington State University in which freshman composition is linked to a world civilizations context. Explains how the linked course aims to prepare students for the writing and thinking tasks they need for other courses in college and after they graduate. (MG)

The vocational education program in middle schools should give early adolescents opportunities to explore careers and increase self-understanding. Interdisciplinary units presented cooperatively by academic and vocational teachers and a core curriculum that includes exploratory courses are ways to accomplish these goals. (SK)

Describes the 1988 adoption of the Quality Core Curriculum (QCC) by the Georgia Board of Education. Discusses the QCC's role in defining and developing the study of geography within the social studies curriculum. Identifies and analyzes four as essential elements in a social studies program: knowledge, skills, attitudes/values, and social…

Study of Asia is being incorporated increasingly into the college curriculum, but there is disagreement about why this should occur. Asia should be brought into the curriculum in a way that reveals the richness of its many cultures and the richness within each life within each culture. (MSE)

Suggests curriculum may be improved through comparative studies of other societies. Claims there is little coherent education available in England and Wales. Provides models of the educational system of other countries; discusses the role of the teacher as a professional; and explores support for a core curriculum. (KO)

Examines William J. Bennett's recommendation in "James Madison High School: A Curriculum for American Students," that the ideal high school core curriculum should include one half year of music history. States that while the recommendation supports music education, it may not be met in many systems due to lack of funding and scheduling…

This article argues that neither the core curriculum movement or the multicultural education movement adequately address the problem of minority groups who do not do well in public schools. Minorities whose cultural frames of reference are oppositional to the American mainstream cultural frame of reference have greater difficulty crossing cultural…

University adult education programs (n=83) surveyed by telephone indicated the following: 17% phased out the program; students are 12% full time, 88% part time; most offer required/elective courses in adult learning and development theory; only 43 knew of the Standards for Graduate Programs in Adult Education; and only 32 of those used the…

If higher education is to have a coherent curriculum and a coherent way of thinking about the world, it may need to study premodern ways of thinking for both insights and the courage to think in new ways. The tradition of the humanities, which originated in fifteenth-century Italy, can help. (MSE)

Suggests an approach to a core course in visual literacy that draws on three theories: the teaching perspective of the visual literacy movement; the analytical system from art and aesthetics; and the cognitive understanding of images from Gestalt psychology. (MG)

In addition to common goals that schools have, there should be locally determined goals related to the needs of children in distinct communities. In a core-plus curriculum, the "core" represents state mandates, and the "plus" is determined by the community. (JOW)

Reveals and calls into question Hirsch's core assumptions, locating them within neoconservatism. Assumptions include the following: progressivist monopoly in schools; curriculum incoherence; education as a cognitive-technical process; deficits in children's cultural background; and the existence of a common culture. (SK)

At Dalhousie University an interprofessional module on professional ethics was taught to students from eight different allied health professions units. Evaluation by 424 students and 13 facilitators showed they valued learning about other professional viewpoints and issues. (SK)