Surveys the 17 "distinguishing characteristics" listed in the introduction of California's History-Social Science Framework (1988), and evaluates its strengths and weaknesses. Points out inconsistencies and argues that the arbitrary omission of some important items was unnecessary. (GEA)

Evaluates "English for Ages 5 to 11," a document assessing English education for elementary students in Great Britain. Criticizes the document's conception of English, as well as its proposed attainment targets. (MM)

A form is presented for evaluating curriculum guides which was developed to compare curriculum guides and reflect teachers' interests and values. The form helps the teacher to evaluate characteristics of the guide and the degree of importance placed on each characteristic which allows for assessment based on values. (JD)

In "James Madison Elementary School: A Curriculum for American Students," former U.S. Secretary of Education William J. Bennett outlines recommendations for what should be taught in elementary schools and offers suggestions on how to prepare children for high school. (MLF)

Argues that the development of national standards is another way in which the literacy crisis is being managed and maintained, a crisis arising from the tension between America's promise to the individual that he or she will have full access to intellectual resources and the needs of capitalism to have a differentiated, stratified workforce. (TB)

This article discusses some of the fundamental assessment problems facing the curriculum in higher education and makes a case for assessment in education from the standpoint of American pragmatism, arguing that methods of assessment are, at their core, methods of curriculum development. (SM)

Discusses opposing tendencies in the interpretation of Western Civilization. Describes the expanded definition that includes Byzantine and Islamic cultures as heirs of the Greco-Roman cultures. Suggests that a limited definition of Western culture will facilitate a problems approach, emphasize diversity among cultures, and integrate the classical…

Despite efforts to produce comparable results for all groups of children over the years, inequality in educational outcomes persists. Equity audit explores school system operations and characteristics against five quality control standards: direction and planning, curriculum design and delivery, consistency and equity, assessment and evaluation,…

Reviews functions of middle schools and guidelines for evaluating home economics programs from the National Study of School Evaluation. Describes New York and Utah programs that meet the guidelines' recommendations for an integrated approach, avoidance of sex bias, and emphasis on decision making for life, work, and the environment. (SK)

An outline of some of the essential differences, both in content and methods, between statistics and core mathematics is provided, along with subsequent discussion of the practical implications that these differences portend for a mathematics department at a liberal arts college. (JJK)

Presents a series of questions that can be used to evaluate early childhood curriculum products in terms of their underlying assumptions, their approaches to learning, content areas, and the vendor capabilities and support. Includes a list of curriculum product developers. (KB)

Places the question of departmental excellence within "the winds of historicity and temporality" and the political demands of multiple constituencies. Concludes that the task for every department that wants to pursue excellence is to know, understand, and operate within the hidden curriculum of a campus that socializes faculty to the…

Evaluated the new curriculum at the University of California, Berkeley, School of Optometry by comparing the content of the new curriculum to the old curriculum and by surveying faculty and students regarding their opinion of the new curriculum. Findings indicated that the curriculum is successful in implementing desired changes, including reduced…

Describes the evaluation of the Introductory University Physics Project (IUPP). This project tested four model curricula of calculus-based introductory physics at nine sites. A brief project description and details of the project evaluation plan, implementation, and analysis are included. Contains 31 references. (DDR)

Presents the results of the evaluation of the Introductory University Physics Project (IUPP). Evaluation data from four model curricula indicate that students perceive demonstrations as beneficial to learning and that students respond to a coherent theme approach to instruction by exhibiting increased levels of interest. (DDR)