Information is provided for German teachers on the main aspects of the European Community (EC), and on how to integrate the EC into the classroom. The history of the EC is outlined, and political and economic features are highlighted. (Author/VWL)

Examines, from one participant's viewpoint, a summer workshop designed to enable three competing groups to work together to design a new general studies curriculum for the Community College of Philadelphia. Using hermeneutic methods, analyzes participants' progress as both vying interest groups and members of one dialogical community. (13…

Outlines a practical alternative to E. D. Hirsch's challenge of teaching cultural knowledge. Asserts that a theory of cultural literacy based on contributing new knowledge is conceptually richer, less vague, and less authoritarian than Hirsch's theory based on "shared knowledge." (MM)

A questionnaire assessing curricula on sexual counseling was sent to chairpersons of all counselor education programs in the United States. Results showed the current status of sexuality instruction for counselors, including comparative data on discrete and integrated courses in sexuality, and topics and skills covered each kind of…

Discusses four philosophies of education (existentialism, realism, experimentalism, and idealism) and their implications for the reading curriculum. (SR)

Describes the basic components of a multimedia design curriculum, including conceptual coursework, technology-related coursework, final project options, and practical experience. (14 references) (MES)

Responds to a previous article that discusses the application of instructional technology to second language instruction. The suggestion is made that there is a genuine need for language educators to become informed about and instructed in the use of the available foreign language instructional hardware and software. (JL)

Discusses the definition and relevance of the concept of equity education. Argues that three disparities exist in society that affect attempts to provide equity. Suggests strategies for fostering equity education. (HB)

Describes technology-education curriculum models in a number of countries. Suggests that tensions between instrumentalist and humanist models may be dissolving, practical learning has a problematic nature, and implementing new pedagogy is a problem when teachers are not prepared. (SK)

One emphasis of the National Council of Teachers of Mathematics' (NCTM) core mathematics curriculum for all high school students is mathematical connections. Presents working definitions for "curriculum,""interdisciplinary," and "integrated," and a model of curriculum design based on the work of Harold Alberty. This…

Advocates students being allowed to regain control of what and how they learn. Proposes use of a new teaching tool in the curriculum design process: the "learning profile," a list of a young students' learning needs, interests, and inclinations. Describes types and formats of learning profiles; their justification; prerequisites for creating…

A framework for further education in Australia includes eight lifelong-learning goals and four key principles: multiplicity, connectedness, critical intelligence, and transformation. The curriculum-design model outlines educational, learning, recognition, and pathway outcomes. (SK)

Argues that while competence in interpretive analysis is a commonly acknowledged goal of a college education, it is rarely explicitly addressed in the curriculum. Notes that because interpretive analysis makes specific cognitive and generic demands on writers, expository writing students would benefit from both theoretical and practical training…

Examines the hierarchy of academic self-concept in four studies. Tests the hypotheses that strong hierarchical relations exist in the academic self-concept structure at a domain-specific level, and that a hierarchy exists in an educational setting with a strong focus on the curriculum. Results reveal support for the multidimensionality of academic…

Discusses drama in English in light of what actually happens in the classroom. Claims drama is valuable when discussed as a separate, autonomous subject in the school curriculum as opposed to one subsumed within English. Emphasizes the primacy of performance in drama education. (NH)