Describes philosophy of education components of Canadian teacher education programs in terms of: what constitutes philosophy of education; how it relates to educational theory; how relevant it is to other elements of teacher education; how much time is allotted to it; and how often it is a required subject. (SB)

The dual role of teachers as in-the-field researchers and independent workers is considered in light of a curriculum development approach that initiates program development at the teacher level, encourages active teacher participation in decision making and research and development, and facilitates flexible planning. An illustrative case study is…

Curricular articles (N=785) pertaining to students with severe disabilities published from 1976 to 1995 in six special education periodicals were examined to identify trends. Curricular articles increased in number during the first decade but steadily declined in the second. Articles on functional life skills training have declined, whereas…

Five special educators (Michael F. Giangreco, Martha E. Snell, Carolyn Hughes, Asha Jitendra, and Sandra Alper) respond to a review in the same issue by John Nietupski and others entitled "A Review of Curricular Research in Severe Disabilities From 1976 to 1995 in Six Selected Journals." Each respondent raises additional aspects of curriculum for…

Reviews the development of new Ontario History and Contemporary Studies Guidelines directed by Ontario Ministry of Education. Explains changes that occurred in curriculum such as Canadian and U.S. history courses being dropped in favor of a new course entitled "Canada in North American Perspective." Concludes that the new curriculum has…

Examines metamethodological issues concerning project organization and maintenance arising in large-scale research. Discusses problems in forming the research team, preparing the proposal, investigator independence, operational decisions, budget allocations, and basic assumptions about the research subject that require solution through…

Presents an alternative to the research-development-diffusion model of mathematics education based on an integration of curriculum research and design embedded in educational development. Explicates the characteristics of developmental research and discusses its methodological aspects. (53 references) (Author/MKR)

Examines the theoretical, philosophical and practical background of tourism and how it relates to the placement of tourism education within the curriculum of postsecondary institutions. Although tourism education is rapidly growing, research related to these programs and their placement within the curriculum are virtually nonexistent. As tourism…

An educational psychologist visited a Japanese fifth-grade mathematics class that was discussing and solving the problem of how to divide two into three parts. Students learned to devise and describe methods for solving mathematics problems and to defend and explain their problem solving. American educators are adapting some methods that the…

Discusses a study of the views of social education professionals and elementary social studies teachers on elementary social studies education. Reports many areas of agreement between the two groups and mostly minor points of disagreement. Concludes that social education goals would be better served by greater understanding between the two groups.…

Asserts that curricularists need to move away from curriculum based on objectives, and that they should embrace the notion of curriculum as social construction at the level of prescription and also at the level of process and practice. Maintains that methodological foci need to be developed which integrate studies at the preactive and interactive…

Argues U.S. secondary school reform requires a serious rethinking of the curriculum, in addition to revising the structures and relationships within schools. Explores problems posed by disciplines as the primary influence on curricula, and proposes an alternative model that evenly integrates the influence of disciplines with other influences on…

Reviews reasons educational practice is less influenced by curriculum theories than in the past and responds to the criticism by William Wraga that theory and practice have split. Notes the gendered nature of the relationship between theory and practice in curriculum, in that more theorists are male and more practitioners are female. (SLD)

Examines prior learning in physical geography of two cohorts of students on entry to a geography program in the United Kingdom. Identifies differences in comprehension of terminology and topic coverage based on secondary school curricula. Notes a dilemma for instructors of first-year courses trying to meet the varied backgrounds of their students.…

Reprints an article originally published in 1949. Determines the relative effects on learning of problem-centered and subject-centered units of instruction. Finds that pupils learned significantly more factual information and made more connections of specific rules of action with their corresponding facts with the problem type. Suggests that…