Showing papers on "Curriculum published in 2007"

The Internationalization of Higher Education: Motivations and Realities

Abstract: Globalization and internationalization are related but not the same thing. Globalization is the context of economic and academic trends that are part of the reality of the 21st century. Internationalization includes the policies and practices undertaken by academic systems and institutions—and even individuals—to cope with the global academic environment. The motivations for internationalization include commercial advantage, knowledge and language acquisition, enhancing the curriculum with international content, and many others. Specific initiatives such as branch campuses, cross-border collaborative arrangements, programs for international students, establishing English-medium programs and degrees, and others have been put into place as part of internationalization. Efforts to monitor international initiatives and ensure quality are integral to the international higher education environment.

Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research

Abstract: Although research studies in education show that use of technol- ogy can help student learning, its use is generally affected by certain barriers In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research

Department for Children, Schools and Families

Abstract: Department for Children, Schools and Families and Schools home page. The Department for Children, Schools and Families leads work across Government to ensure that all children and young people stay healthy and safe; secure an excellent education and the highest possible standards of achievement; enjoy their childhood; make a positive contribution to society and the economy and have lives full of opportunity, free from the effects of poverty.

What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation:

Abstract: This study uses a sample of 454 teachers engaged in an inquiry science program to examine the effects of different characteristics of professional development on teachers’ knowledge and their ability to implement the program. The authors analyzed results from a survey of teachers served by 28 professional development providers within a hierarchical linear modeling framework. Consistent with findings from earlier studies of effective professional development, this study points to the significance of teachers’ perceptions about how coherent their professional development experiences were for teacher learning and program implementation. The authors also found that the incorporation of time for teachers to plan for implementation and provision of technical support were significant for promoting program implementation in the program.

Social Justice Educational Leaders and Resistance: Toward a Theory of Social Justice Leadership

Abstract: Purpose : A subgroup of principals—leaders for social justice—guide their schools to transform the culture, curriculum, pedagogical practices, atmosphere, and schoolwide priorities to benefit margi...

The CanMEDS initiative: implementing an outcomes-based framework of physician competencies

Abstract: Background: Outcomes-based education in the health professions has emerged as a priority for curriculum planners striving to align with societal needs. However, many struggle with effective methods...

Improving young children's social and emotional competence: a randomized trial of the preschool "PATHS" curriculum.

Abstract: This paper reports the results from a randomized clinical trial evaluating an adaptation of the Promoting Alternative Thinking Strategies curriculum (PATHS) for preschool-age children in Head Start. PATHS is a universal, teacher-taught social-emotional curriculum that is designed to improve children’s social competence and reduce problem behavior. Twenty classrooms in two Pennsylvania communities participated in the study. Teachers in the 10 intervention classrooms implemented weekly lessons and extension activities across a 9-month period. Child assessments and teacher and parent reports of child behavior assessments were collected at the beginning and end of the school year. Analysis of covariance was used to control for baseline differences between the groups and pretest scores on each of the outcome measures. The results suggest that after exposure to PATHS, intervention children had higher emotion knowledge skills and were rated by parents and teachers as more socially competent compared to peers. Further, teachers rated intervention children as less socially withdrawn at the end of the school year compared to controls. Editors’ Strategic Implications:n Findings from this and other randomized clinical trials confirm that the Preschool PATHS program is clearly a promising practice for improving children’s social and emotional competence. Head Start and school programs will find these multi-informant data to be of interest as they consider a curriculum to help prepare children for school entry.

Chemical engineering design

Abstract: Chemical Engineering Design is one of the best-known and most widely adopted texts available for students of chemical engineering. It completely covers the standard chemical engineering final year design course, and is widely used as a graduate text. The hallmarks of this renowned book have always been its scope, practical emphasis and closeness to the curriculum. That it is written by practicing chemical engineers makes it particularly popular with students who appreciate its relevance and clarity. Building on this position of strength the fifth edition covers the latest aspects of process design, operations, safety, loss prevention and equipment selection, and much more. Comprehensive in coverage, exhaustive in detail, supported by extensive problem sets at the end of each chapter, a fully worked solutions manual and a suite of valuable software tools, this is a book that students will want to keep to hand as they enter their professional life. KEY FEATURES * The leading chemical engineering design text with over 25 years of established market leadership to back it up; an essential resource for the compulsory design project all chemical engineering students take in their final year * A complete and trusted teaching and learning package: the book offers a broader scope, better curriculum coverage, more extensive ancillaries and a more student-friendly approach, at a better price, than any of its competitors * Endorsed by the Institution of Chemical Engineers, guaranteeing wide exposure to the academic and professional market in chemical and process engineering.

Goodness of fit: social work education and practice in health care.

Abstract: This study addresses the fit between social work education and practice in health care. A random sample of NASW members identifying with health care (N = 179) responded to a mail survey about the utility of core knowledge and roles that we had identified by reviewing seven commonly used health care social work texts. Quantitative data revealed knowledge and roles most frequently used in health care settings as well as differences in roles used dependent upon department name; and different professionals supervising social workers. Qualitative data from four open-ended questions provided suggestions for what knowledge and skills should be taught in social work programs, the best forums/methods for teaching this content, and topics for continuing education. Findings are discussed in relation to six key areas of the peer-reviewed literature: vulnerable populations/diversity, ethical dilemmas, interdisciplinary collaboration, mental health, managed care/accountability, and advocacy. Implications for social work practice, education, and research are discussed.

Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education

Abstract: 'This book tackles some of the most important educational questions of the day... It is rare to find a book on education which is theoretically sophisticated and practically relevant: this book is.' From the Foreword by Hugh Lauder What is it in the twenty-first century that we want young people, and adults returning to study, to know? What is it about the kind of knowledge that people can acquire at school, college or university that distinguishes it from the knowledge that people acquire in their everyday lives everyday lives, at work, and in their families? Bringing Knowledge Back In draws on recent developments in the sociology of knowledge to propose answers to these key, but often overlooked, educational questions. Michael Young traces the changes in his own thinking about the question of knowledge in education since his earlier books Knowledge and Control and The Curriculum of the Future. He argues for the continuing relevance of the writings of Durkheim and Vygotsky and the unique importance of Basil Bernstein’s often under-appreciated work. He illustrates the importance of questions about knowledge by investigating the dilemmas faced by researchers and policy makers in a range of fields. He also considers the broader issue of the role of sociologists in relation to educational policy in the context of increasingly interventionist governments. In so doing, the book: provides conceptual tools for people to think and debate about knowledge and education in new ways provides clear expositions of difficult ideas at the interface of epistemology and the sociology of knowledge makes explicit links between theoretical issues and practical /policy questions offers a clear focus for the future development of the sociology of education as a key field within educational studies. This compelling and provocative book will be essential reading for anyone involved in research and debates about the curriculum as well as those with a specific interest in the sociology of education.

International Handbook of Educational Change

Abstract: Section 1: The Roots of Educational Change. Editor: A. Lieberman. 1. Listening and Learning From the Field: Tales of Policy Implementation and Situated Practice M.W. McLaughlin. 2. A Kind of Educational Idealism: Integrating Realism and Reform L.M. Smith. 3. Change and Tradition in Education: The Loss of Community M. Holmes. 4. Unfinished Work: Reflections on Schoolteachers D. Lortie. 5. Ecological Images of Change: Limits and Possibilities K. Sirotnik. 6. Seduced and Abandoned: Some Lasting Conclusions about Planned Change from the Cambire School Study J. Giacquinta. 7. Three Perspectives on School Reform E. House, P. McQuillan. 8. Finding Keys to School Change: A 40-Year Odyssey M. Miles. 9. World War II and Schools S. Sarason. 10. School-Based Curriculum Development M. Skilbeck. 11. Patterns of Curriculum Change I. Goodson. 12. Educational Reform, Modernity and Pragmatism C.H. Cherryholmes. 13. The Vital Hours: Reflecting on Research on Schools and Their Effects P. Mortimore. 14. Redefining the Role of Educators After Reaganism H. Giroux. Section 2: Contexts and Challenges of Educational Change. Editor: A. Hargreaves. 1. Educational Change: Easier Said Than Done D. Fink, L. Stoll. 2. Globalization and Educational Change A. Stuart Wells, et al. 3. Markets, Choices, and Educational Change W. Boyd. 4. New Information Technologies and the Ambiguous Future of Schooling: SomePossible Scenarios C. Bigum, J. Kenway. 5. Public Education in a Corporate-Dominated Culture H.-J. Robertson. 6. Cultural Difference and Educational Change in a Sociopolitical Context S. Nieto. 7. Language Issues and Educational Change J. Cummins. 8. The Politics of Gender and Educational Change: Managing Gender or Changing Gender Relations? J. Blackmore. 9. School-Family-Community Partnerships and Educational Change: International Perspectives M.G. Sanders, J.L. Epstein. 10. The Purpose of Educational Change M. Greene. 11. Restructuring and Renewal: Capturing the Power of Democracy L. Allen, C.D. Glickman. 12. Reculturing Schools: Lessons from the Field L. Miller. 13. The Micropolitics of Educational Change J. Blase. 14. Organization, Market and Community as Strategies for Change: What Works Best for Deep Changes in Schools T.J. Sergiovanni. 15. Authenticity and Educational Change D. Meier. 16. Organizational Learning and Educational Change W. Mulford. 17. The Emotion of Educational Change A. Hargreaves. 18. Policy and Change: Getting Beyond Bureaucracy L. Darling-Hammond. Section 3: Fundamental Change. Editor: M. Fullan. A: Macro Change. 1. Beyond Bloom's Taxonomy: Rethinking Knowledge for the Knowledge Area C. Bereiter, M. Scardamalia. 2. Human Development in the Learning Society D. Keating. 3. Networks, Coalitions and Partnerships for Educational Reform: Working Across and Between the Lines A. Lieberman. 4.<

The Challenge to Care in Schools: An Alternative Approach to Education

Abstract: The Challenge to Care in Schools: An Alternative Approach to Education Nel Noddings. New York: Teachers College Press, 2005. 193 pages. ISBN: 0-8077-4609-6Reviewed by Karen A. Heid and Zach KelehearUniversity of South CarolinaMath instruction and learning matter. Science instruction and learning matter. And, to show how much they matter, federal and state policy makers (if we use NCLB mandates as evidence) emphasize that teachers should spend copious amounts of time, energy and money preparing students for standardized assessments of those content areas. One might conclude, in fact, that the more often something is assessed, then the more important it must be.In keeping with this line of thinking, other curriculum offerings that are of value should act and look more like math and science. This tension is also an argument not unfamiliar to some scholats who must negotiate the perceived value between arts-based research and qualitative studies versus quantitative analysis. NeI Noddings, in this recasting of her earlier 1992 work, asserts that what matters most is not a debate characterized as either- or m terms of what part of the curriculum is most important or how often it should be assessed. Rather, she frames the debate about what matters most in today's schools as a measure of how students and teachers can create a context for cultivating care. Whether die pedagogical practice or curricular assumptions be progressive or traditional, whether die subject be mathematics or art, Noddings notes that the essential conversation should be one focusing on ways in which we might help students be reflective, curious, and caring in all school subjects, with all people, and with our environment. It is this notion of what we call the "cult of care" that guides her analysis and discussion in this 2005 edition The Challenge to Care in SchooL·: An Alternative Approach to Education.In this review, we consider three aspects of Noddings' work, with particular attention to their applications to art education. First, we discuss her guiding principles and assumptions regarding the notion of care. Secondly, we reflect on her assertions regarding assessment and the focus on disciplines as related to discipline-based art education (DBAE). Lastly, we detail her view of care as the binding thread for all curricula in a global and democratic society.Noddings establishes throughout her book that care is the sine qua non for authentic learning. And by authentic (our word), she is considering learning where students are collaborators in both the selection of subject and the development of understanding. But for Noddings, care is not a matter of looking after someone or sympathizing with another ... or worse, pitying another. Noddings explains: "An ethic of care embodies a relational view of caring; that is, when I speak of caring, my emphasis is on the relation containing carer and cared-for" (p. xv). It is this bidirectional nature of caring that moves Noddings assertions away from care as solely one person's responsibility.In many ways, Noddings' notion of care requires a major shift in the nature of power and responsibility in school cultures. Can care be something that a teacher brings to a child? Certainly there are many giving teachers who care for their students. Many of us have heard good people, who happen also to be teachers, speak of their love for their young charges. But for Noddings, this notion of giving care is only half of the necessary equation. In order to balance the equation, care must also be reciprocated, and it is the responsibility of the teacher, in large part, to cultivate an environment that supports such an egalitarian context. In order for such an equitable process to emerge, one that certainly reflects notions of a democratic society, teachers must relinquish some of the power and control that many jealously protect in today's classrooms.Reciprocal, egalitarian, openness, honesty, fairness, collaboration, reflection-these and other characteristics are the descriptors of Noddings' school built on care. …

Learning and Teaching Languages Through Content: A counterbalanced Approach

Abstract: Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learner’s interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback.

High-fidelity simulation and the development of clinical judgment: students' experiences.

Abstract: Nursing education programs across the country are making major capital investments in alternative learning strategies, such as human patient simulators; yet, little research exists to affirm this new innovation. At the same time, nursing programs must become even more effective in the development of students' clinical judgment to better prepare graduates to take on increasingly complex care management. This qualitative study examined the experiences of students in one nursing program's first term of using high-fidelity simulation as part of its regular curriculum. On the basis of these experiences, it seems that high-fidelity simulation has potential to support and affect the development of clinical judgment in nursing students and to serve as a value-added adjunct to their clinical practica.

Race, Inequality and Educational Accountability: The Irony of "No Child Left Behind".

Abstract: The No Child Left Behind Act, the major education initiative of the Bush Administration, was intended to raise educational achievement and close the racial/ethnic achievement gap. Its strategies include focusing schools’ attention on raising test scores, mandating better qualified teachers and providing educational choice. Unfortunately, the complex requirements of the law have failed to achieve these goals, and have provoked a number of unintended negative consequences which frequently harm the students the law is most intended to help. Among these consequences are a narrowed curriculum, focused on the low‐level skills generally reflected on high stakes tests; inappropriate assessment of English language learners and students with special needs; and strong incentives to exclude low‐scoring students from school, so as to achieve test score targets. In addition, the law fails to address the pressing problems of unequal educational resources across schools serving wealthy and poor children and the shortage ...

Effects of a Preschool Mathematics Curriculum: Summative Research on the Building Blocks Project

Abstract: This study evaluated the efficacy of a preschool mathematics program based on a comprehensive model of developing research-based software and print curricula. Building Blocks, funded by the National Science Foundation, is a curriculum development project focused on creating research-based, technology-enhanced mathematics materials for pre-K through grade 2. In this article, we describe the underlying principles, development, and initial summative evaluation of the first set of resulting materials as they were used in classrooms with children at risk for later school failure. Experimental and comparison classrooms included two principal types of public preschool programs serving low-income families: state funded and Head Start prekindergarten programs. The experimental treatment group score increased significantly more than the comparison group score; achievement gains of the experimental group approached the sought-after 2-sigma effect of individual tutoring. This study contributes to research showing that focused early mathematical interventions help young children develop a foundation of informal mathematics knowledge, especially for children at risk for later school failure.

Experience‐based learning: a model linking the processes and outcomes of medical students' workplace learning

Abstract: OBJECTIVE To develop a model linking the processes and outcomes of workplace learning. METHODS We synthesised a model from grounded theory analysis of group discussions before and after experimental strengthening of medical students' workplace learning. The research was conducted within a problem-based clinical curriculum with little early workplace experience, involving 24 junior and 12 senior medical students. RESULTS To reach their ultimate goal of helping patients, medical students must develop 2 qualities. One is practical competence; the other is a state of mind that includes confidence, motivation and a sense of professional identity. These 2 qualities reinforce one another. The core process of clinical workplace learning involves 'participation in practice', which evolves along a spectrum from passive observation to performance. Practitioners help students participate by being both supportive and challenging. The presentation of clear learning objectives and continuous periods of attachment that are as personal to the student(s) and practitioner(s) as possible promote workplace learning. CONCLUSIONS The core condition for clinical workplace learning is 'supported participation', the various outcomes of which are mutually reinforcing and also reinforce students' ability to participate in further practice. This synthesis has 2 important implications for contemporary medical education: any reduction in medical students' participation in clinical practice that results from the patient safety agenda and expanded numbers of medical students is likely to have an adverse effect on learning, and the construct of 'self-directed learning', which our respondents too often found synonymous with 'lack of support', should be applied with very great caution to medical students' learning in clinical workplaces.

Does school tracking affect equality of opportunity? New international evidence

Abstract: This paper investigates whether the interaction between family background and secondary school tracking affects human capital accumulation. A widely shared view is that more tracking reinforces the role of parental privilege, and thereby reduces equality of opportunities. This may occur for several reasons, including peer effects (more talented students are gathered together), teacher sorting (better teachers prefer teaching better students), differences in curricula (academic oriented schools – like the German gymnasium, the French lycee, the British grammar school or the Italian liceo – teach abilities that increase the probability of entering college) and/or differences in resource endowment. Compared to the current literature, which focuses on early outcomes, such as test scores at 13 and 15 years old, we look at later outcomes, including literacy, dropout rates, college enrolment, employability and earnings. While we do confirm the common view that school tracking reinforces the impact of family background when looking at educational attainment and labour market outcomes, we do not confirm the same results when studying its impact on literacy and on-the-job training. Overall school tracking has an ambiguous effect in our sample of countries. On the one hand, and consistently with the previous literature, tracking has a detrimental impact on educational attainment, because it prevents some individuals from further progressing to the tertiary level of education (the diversion effect). On the other hand, the curricula offered in vocational schools seem more effective in promoting further training and adult competences (the specialization effect), thereby reducing the impact of parental background on these two outcomes. Thus, reducing the extent of student tracking, either by raising the age of first selection or by reducing the number of tracks available, may be appropriate for increasing intergenerational mobility in educational attainment, but may increase social exclusion for people from disadvantaged backgrounds. — Giorgio Brunello and Daniele Checchi

Dissonance in Students' Perceptions of Sustainable Development and Sustainability: Implications for Curriculum Change.

Abstract: Purpose – An online questionnaire survey was conducted to explore University of Plymouth students' perceptions and understandings of, and attitudes towards, sustainable development and related concepts and issues. In general, student perceptions of sustainable development have been under‐researched. This research sought to go some way towards filling the gap by providing insights for those working in the field of education for sustainable development (ESD) in higher education.Design/methodology/approach – The survey was administrated in autumn 2005 by the Centre for Sustainable Futures at the University of Plymouth. The closed‐category statements were analyzed in terms of frequencies and percentages. A comprehensive set of cross tabulations and χ2 tests were also conducted using SPSS. Responses to open‐ended questions were coded and categorized according to emerging themes.Findings – Key findings include, first, that a majority of student respondents think sustainability is “a good thing” their positive r...

“Continuity” as an Organizing Principle for Clinical Education Reform

Abstract: The traditional approach to clinical education has involved a series of rotations in various clinical settings. This article which concludes the medical education series, presents evidence and musters arguments for longitudinal integration of the medical curriculum.

Ethics, CSR, and Sustainability Education in the Financial Times Top 50 Global Business Schools: Baseline Data and Future Research Directions

Abstract: This paper investigates how deans and directors at the top 50 global MBA programs (as rated by the Financial Times in their 2006 Global MBA rankings) respond to questions about the inclusion and coverage of the topics of ethics, corporate social responsibility, and sustainability at their respective institutions. This work purposely investigates each of the three topics separately. Our findings reveal that: (1) a majority of the schools require that one or more of these topics be covered in their MBA curriculum and one-third of the schools require coverage of all three topics as part of the MBA curriculum, (2) there is a trend toward the inclusion of sustainability-related courses, (3) there is a higher percentage of student interest in these topics (as measured by the presence of a Net Impact club) in the top 10 schools, and (4) several schools are teaching these topics using experiential learning and immersion techniques. We note a fivefold increase in the number of stand-alone ethics courses since a 1988 investigation on ethics, and we include other findings about institutional support of centers or special programs; as well as a discussion of integration, teaching techniques, and notable practices in relation to all three topics.

Developing Citizens: The Impact of Civic Learning Opportunities on Students' Commitment to Civic Participation.

Abstract: This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students’ commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic test scores. Prior large-scale studies that found limited impact from school-based civic education often did not focus on the content and style of the curriculum and instruction. Discussing civic and political issues with one’s parents, extracurricular activities other than sports, and living in a civically responsive neighborhood also appear to meaningfully support this goal. Other school characteristics appear less influential.

Environmental citizenship: towards sustainable development

Abstract: It is assumed that changes in the behaviour of individuals, institutions and organizations are a prerequisite for sustainable development. This article broaches the question of how best to bring about such change. A distinction is drawn between changes in behaviour and changes in attitudes, and it is argued that attendance to the latter will lead to more secure and long-lasting changes in the former. Fiscal incentives, as a means of changing behaviour, are compared and contrasted with the ‘environmental citizenship’ route to attitude change, rooted in considerations of justice and injustice. Finally, the citizenship curriculum at high school level is considered as a way of promoting environmental or ecological citizenship. Copyright © 2007 John Wiley & Sons, Ltd and ERP Environment.

Culture, Literacy, & Learning: Taking Bloom in the Midst of the Whirlwind

Abstract: How can educators improve the literacy skills of students in a historically underachieving urban high school? In this timely book, the author draws on her experience as a participant observer to provide a unique, insider's view to both designing and implementing a culturally responsive approach to improve learning and teaching in a specific subject area. The Cultural Modeling Project, which she presents here, drew on competencies students already had in African American Vernacular English (AAVE) discourse and hip hop culture to tackle complex problems in the study of literature. Using vivid descriptions from real classrooms, she describes how AAVE supported student learning and reasoning; how students in turn responded to the reform initiative and how teachers adapted the cultural framework to the English/language arts curriculum. While the focus is on literacy and African American students, the book examines the functions of culture in facilitating learning and offers principles for leveraging cultural knowledge in support of subject matter specific to academic learning. This much awaited book offers important lessons for researchers, school district leaders, and local practitioners regarding the complex ways that cultural knowledge is constructed and plays out in classroom life, in the life of a school, and in the life of a whole-school reform initiative.

Re-Imagining Science Education: Engaging Students in Science for Australia's Future

Abstract: This report focuses on the current crisis in science education in Australia. It focuses on the teaching of science in schools, in particular primary schools, and advances the need for change to ensure children are encouraged to develop not only science literacy skills for life but also to pursue careers in the science and technology sectors. Failure to inspire children at a young age is impacting on Australia’s ‘science crisis’ and having long term effects, including a shortage of skilled science professionals in the workplace. It is contended that a ‘re-imaging’ is needed, not just changes to curriculum and assessment, to improve science education. The ‘re-imaging’ needs to include teacher education, for practising teachers, who need support for taking on new ways of teaching, and for trainee teachers. The report looks at societal changes and their impact on science education. Student participation in post-compulsory science education is considered, as is the demand for teachers of science.

Literature Synthesis on Curriculum-Based Measurement in Reading

Abstract: In this article, the authors review the research on curriculum-based measurement (CBM) in reading published since the time of Marston's 1989 review. They focus on the technical adequacy of CBM related to measures, materials, and representation of growth. The authors conclude by discussing issues to be addressed in future research, and they raise the possibility of the development of a seamless and flexible system of progress monitoring that can be used to monitor students' progress across students, settings, and purposes.

Curriculum Theory: Conflicting Visions and Enduring Concerns

Abstract: Preface 1. Introduction to Curriculum Ideologies Your Beliefs About Curriculum The Curriculum Ideologies Curriculum Workers The Nature of the Curriculum Ideologies 2. Scholar Academic Ideology Scholar Academic Curricula Curriculum and the Disciplines The Academic Disciplines Curriculum Issues Historical Context Aims Knowledge The Child Learning Teaching Evaluation Concluding Perspective 3. Social Efficiency Ideology A Scientific Technique of Curriculum Making Programmed Curriculum and the Behavioral Engineer The Analogy Social Orientation Objectives Historical Context Aims Knowledge Learning The Child Teaching Evaluation Concluding Perspective 4. Learner Centered Ideology The Ideal School Learners The Growing Individual The Learning Person The Curriculum: Unit of Work Versus School Subject Historical Context Aims The Child Learning Teaching Knowledge Evaluation Concluding Perspective 5. Social Reconstruction Ideology Highlander Sixth-Grade Social Reconstruction Mathematics Society and Reconstruction Reconstruction Through Education Historical Context Aims The Child Learning Teaching Knowledge Evaluation Concluding Perspective 6. A Comparative Overview of Curriculum Ideologies Comparative Summary Other Parameters Concluding Perspective 7. Individual Perspectives on Curriculum Ideologies Curriculum Life Histories Can People Believe in More Than One Ideology? Why Do Educators Change Ideologies? Concluding Perspective Appendix: Curriculum Ideologies Inventory References Index About the Author Why Do Educators Change Ideologies? Concluding Perspective Appendix Curriculum Ideologies Inventory Instructions for Graphing the Results of the Inventory Curriculum Ideologies Inventory Graphing Sheet Instructions for Interpreting the Results of the Inventory Example of a Completed Graph for the Curriculum Ideologies Inventory References Index About the Author

The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out

Abstract: Under the curricular and pedagogical impositions of scripted lessons and mandated curriculum, patterns associated nationwide with high-stakes testing, the No Child Left Behind Act of 2001, and the phenomenon known as the “narrowing of curriculum,” new teachers in New York City (NYC) find their personal and professional identity thwarted, creativity and autonomy undermined, and ability to forge relationships with students diminished—all critical factors in their expressed job satisfaction. These indirect consequences of accountability regimen as it operates in NYC may exacerbate new teacher attrition, especially from schools serving low-income students. The data reported here suggest a mixed picture of frustration and anger, alongside determination, resistance, and resilience in the face of these impositions. Responses vary by school and grade level, lending support to the notion that the organizational environment serves as a critical factor in teachers' early career decisions about staying or leaving a s...

Comparing problem-based learning with case-based learning: effects of a major curricular shift at two institutions.

Abstract: PurposeProblem-based learning (PBL) is now used at many medical schools to promote lifelong learning, open inquiry, teamwork, and critical thinking. PBL has not been compared with other forms of discussion-based small-group learning. Case-based learning (CBL) uses a guided inquiry method and

School Readiness and the Transition to Kindergarten in the Era of Accountability.

Abstract: A follow-up to the successful "Transition to Kindergarten (1999)", this book offers an updated discussion of transition in the context of today's educational arena, reflecting current policy changing practices, and new program approaches. This book presents state-of-the-art knowledge about the kindergarten transition period and examines this knowledge in terms of its implications for pressing policy, practice, training, and research issues for the next decade. Readers will understand what has changed in terms of early education policy and implementation. These changes include assessment and program opportunities (NCLB, Head Start Outcomes Framework); critical issues in the P-3 years, such as health, emotional and attention regulation, and child functioning. This volume also addresses pertinent community influences in early education demographic changes, racial and cultural influences, and the roles of fathers in the transition process. Unlike the first book, the chapters in this volume focus on the individual child's development and background rather than on groups of children (at risk, with disabilities, from low-income families).