Examined is the program and professional development process that has characterized past and current science curriculum reform efforts. Illustrated are fundamental educational reform problems. Discussed is the importance of teacher involvement in educational decision making. (KR)

Asserts that, even with the expansion of new electronic media and educational technology, books still represent the widest range of possibilities for providing multiple perspectives on the human experience. Provides a list of 20 books reviewed and recommended in the article. (CFR)

Contends that the best way to learn about citizenship is by discussing real societal issues that are connected to student interests. Maintains that a democratic classroom environment also provides an opportunity for practicing civic values. Provides four guidelines for establishing community service projects in the schools. (CFR)

Asserts that social studies instruction can help teach mathematical reasoning skills through integrated activities. Recommends heterogeneous grouping to ensure that students have access to mathematics instruction. Includes four activities combining social studies content with mathematical skill instruction. (CFR)

Asserts that to establish standards-based education in K-12 geography, educators must develop strong instructional materials; train teachers to use those materials; and ensure adoption of the materials by providing curricular guidance. Maintains that alternatives to traditional content and instruction must be used. (CFR)

Argues that advocates of content-based art education and other art educators attempting to move art to a central place in the school curriculum are struggling against unrecognized social realities. Concludes that competing value structures of creativity versus acquiescence and originality versus conformity are responsible. (CFR)

Describes five classroom activities or projects used in Canadian social studies classes. Includes discussions of the use of artifacts, a field trip to Spain, a simulation of the Earth Summit meeting, and the application of mahatma Gandhi's philosophy to current problems. (CFR)

Reports observations of Germany's teacher education programs by an Irish teacher educator. Describes lessons on curriculum design and planning instruction. Contends that German teachers believe that education should develop self-confident, knowledgeable students who will be active participants in a democratic society. (CFR)

A learning cycle lesson consists of three phases: concept exploration, concept introduction, and concept application. Describes the application of the learning cycle model to the design of inservice and preservice teacher education curriculum. (MDH)

Contends that instruction at the primary school level should be consistent with the child's development and experiences. Describes how geography's "Five Themes" can be taught using an interdisciplinary approach. Includes three lesson plans divided among concrete, semiconcrete, and abstract levels of cognitive development. (CFR)

Contends that history teachers should help students develop critical viewing and thinking skills about visual images. Discusses the emerging practice of blurring the lines between entertainment and information in television, films, and other visual presentations. Provides two sets of questions to help students analyze documentaries, television…

Contends that metaphorical thinking can help teachers and students construct new contexts for instruction and learning. Describes the use of metaphors as the basis for a preservice elementary social studies education course. (CFR)

Describes a high school world literature course taught by an instructor from a National Endowment for the Humanities teacher-scholar program studying Chinese literature. Contends that students should learn about Chinese philosophy and value systems if they are to understand Chinese literature. (CFR)

Reports on a procedure in which students read and evaluate each other's term papers. Contends that students improve their own writing and provide constructive, substantive feedback to their peers. Finds that the student reviews showed higher reliability than professional peer reviews of journal manuscripts. (CFR)

Describes the use of debate in teaching a college level course on the psychology of women. Contends that the technique encouraged critical thinking, active learning, and cooperation. Provides suggestions for replicating the process in other courses. (CFR)