States that creativity has a role to play in all secondary school subjects, not just art. Urges curriculum planners to support subjects which emphasize creativity. (BSR)

Discusses the type of social studies education that is needed to prepare students for life in the twenty-first century. Examines recent pleas for improved cultural literacy and knowledge of our national heritage. Concludes that these pleas are "wrongheaded" and that their implementation would divert attention from global trends that are…

Considers what aims and objectives should be served by the study of "A" level economics in British schools and proceeds to suggest changes in the present syllabus in order to promote these objectives. (BSR)

The role of the School Curriculum Development Committee (SCDC) is discussed. The SCDC promotes education by supporting curriculum development relevant to the needs of schools in England and Wales. It keeps informed of curriculum development work and evaluates that work in the light of future needs of the school system. It also disseminates the…

Describes the three phase plan a psychology department used to revise its curriculum. The plan involved: (1) collecting data on educational expectations of faculty, students, and peer institutions; (3) developing a structural model of the major; and (3) re-designing courses to fit the new program. (GEA)

Going back to the late 1800s, this article characterizes the various attempts which have been made to establish a social studies scope and sequence for public schools in the United States. The article concludes by listing six categories of individuals who will continue to try to change the prevailing scope and sequence model. (JDH)

Modeled after a traditional cooking recipe, this article synthesizes aspects of a successful social studies course/program. (JDH)

Six principles of curriculum planning in an age of technological change are (1) teach basic principles, (2) teach students to adapt, (3) teach students to be researchers, (4) teach interaction with technology, (5) teach effective communication, and (6) teach problem solving. (SK)

Defines "conceptual framework" (an explanatory theory useful for structuring contextual elements within complex settings) and attempts to show its relationship to curriculum research. Discusses two important issues when considering conceptual frameworks in schools: selection of criteria and selection of data collection and analysis…

Sport management practitioners were asked to rate 50 areas of study according to their value in a program designed to prepare students for specific career areas. Implications for curriculum content are discussed. (MT)

Considers the computer's potential for transforming the postsecondary curriculum by, for example, shifting curricular emphasis from declarative to procedural knowledge. Sees the computer currently used to further entrench learning objectives. Feels that rejecting that which can be learned from computer technology will limit the social relevance of…

Summarizes the findings of a study evaluating implementation of Western curriculum innovation in Hong Kong schools. Includes a discussion of strategy implications for curriculum development in countries with developing educational systems. (MD)

The article describes why the Enrichment Triad Model needs to be adapted for a preschool/primary setting and provides suggestions on how to do this. A real-life example of a five-year-old who successfully completed a Type III project is presented. (Author)

The New Jersey Governor's School is designed to foster global awareness, be forward-looking, emphasize certain generally accepted values, foster a sense of personal responsibility, provide an experience to enhance student growth and development, and emphasize student participation. The learning environment consists of four components: community…

The author criticizes inadequate implementation of gifted programing concepts that have resulted in two extremes: busy-work and student-directed programs ignoring teacher choice and prescribed content. He advocates a middle ground in which independent student investigation is balanced with prescribed gifted content. (CL)