Examines the discipline of technology; discusses technology education; and proposes multidisciplinary technology education, inspired through efforts in art education, as a middle path between the technology mono-discipline and design and technology curriculum. Comparative curriculum and the organization of knowledge in multidisciplinary technology…

Social work practice and education have been influenced by trends in the US economy. An assessment is made of the implications of recent changes in patterns of economic production and the nature of work for the social work profession. Recommendations are provided on how schools of social work can address these implications in their curricula. (JDM)

Reviews the inclusion of literacy lessons and rhetorical learning into the architecture and urban planning curricula. Reviews these curricula in order to demonstrate how they can be turned to inform attention to place in the teaching of writing. Concludes with a discussion of some assignments that such perspectives support. (SG)

Describes a teaching-learning framework for nursing education that has learning outcomes at its center. Elements discussed include learning climate; shared culture; input factors (student, teacher, and institutional characteristics); course design, content, organization, and objectives; the psycho-socio-political-economic environment; and…

Reviews Literature on constructivism and adult learning in order to derive principles for technology-based professional development and curriculum design. (Contains 29 references.) (SK)

Considers the effects of using role in classroom drama lessons with underachieving urban middle school students. Describes the sequence of drama lessons conducted and analyzes data collected from field notes and interviews with the students and their teachers. Presents a theoretical framework for considering some of the learning and behavioral…

Describes the major curriculum changes that have been implemented through Undergraduate Medical Education for the 21st Century (UME-21), a 3-year national demonstration project to encourage innovation in medical education. Discusses challenges that occurred in carrying out those changes, and outlines the strategies for evaluating the project. (EV)

Discusses six obstacles to one school district's middle level curricular reform and briefly considers the cultural reform recommended to overcome these obstacles. Notes the development of a responsive curriculum that incorporated student learning and standards. (JPB)

Describes a comparative study of science curriculum differentiation between two elementary schools that served students from different socioeconomic and ethnic backgrounds. Results indicate that the science curriculum was quite different between schools. (Author/SAH)

Describes the development of an elementary school curriculum on farms to give students a knowledge and appreciation of the farm as a food source and of the steps involved moving food from the farm to the table. Specific activities are suggested, and appropriate book titles are recommended. (Contains 10 references.) (LRW)

Argues that the predominant research, development, and diffusion model of curriculum development maintains the present emphasis on factual or empirical questions about the environment and views curriculum change as training teachers to adopt ideas and behaviors determined by external authorities. Examines two alternative curriculum theories for…

Explores two cases of the use of the DACUM (Developing a Curriculum) process in the transfer of technology from Canada to China. Describes the DACUM process and the Transport Systems Training Project that used it, illustrated with three DACUM charts. (JOW)

Teachers must customize and modify existing curriculum to fit their particular needs. Using a modular format or commercially produced material is one tool that educators can use when developing their curriculum. (JOW)

Teachers must play a significant role in reforming the schools and developing curriculum. A developmental process for establishing an effective learning community starts with collaboration, vision, ongoing development, and an ethos that supports the mission. (JOW)

The new nursing practitioner is emancipated, critically reflective, creative, and autonomous. Education to prepare these practitioners should include technical, practical, and emancipatory domains of knowledge and emancipatory teaching practices that are learner centered. (SK)