Search

The article focuses on the study which attempts to employ curricular reformation in undergraduate biological education. The study is done through the use of two exercises, which are both part of a course in developmental biology at the University of Toledo. The first exercise is "Cytodifferentiation: Formation of Multinucleated Myotubes in vitro," in which students are asked to observe changes in the experimented cells. The second exercise is "Cell Aggregation: Formation of Multicellular Systems," in which students are asked to investigate one or two influences on aggregation. Through these exercises, the students were able to realize that more exercises should be adapted in other subjects as well for learning purposes.

This paper discusses a utility function estimation procedure developed to provide curriculum planning information to elementary school principals. Both theoretical and empirical studies were performed to evaluate the procedure. The results of the use of this approach to obtain data from a national sample of principals are presented. [ABSTRACT FROM AUTHOR]

University education for business is of recent origin. Forty years ago only one university in the U.S. had a school whose major purpose was to aid in equipping students for careers in the business world. Since then the growth in the number of these schools of university grade has been rapid. Today, thousands of students are attending courses which are classified as business courses in the colleges of commerce, finance and accounts and in the colleges of liberal arts. Accountancy as a business study has moved rapidly toward the front ranks of the business subjects during this period. The purpose of this paper is to endeavor to shed some light on the contents of accounting courses and on the problems of teaching accounting during the years when the subject was first offered in institutions of higher learning. The period to be covered will be limited to the two decades preceding 1903. This period represents about one-third of the time during which accounting has been taught in these institutions. To shorten the period would result in confining the paper to courses as taught in one or two institutions. During the early years of the new century the courses in accounting were beginning to assume more definite form and content and to increase in number, due partly to the growth of the CPA movement and partly to the growing consciousness of the increasing importance of business education and of accounting in particular.

This section presents a notice on the publication of the journal entitled Teaching Philosophy. The journal will appear twice yearly beginning January, 1975. The editors, Arnold Wilson and William Todd, invite papers concerned with any facet of the teaching of philosophy and the planning of philosophy courses and curricula. Reports on innovative efforts, articles on the training of teachers of philosophy, and assessments of the likely impact of new teaching ideas for the discipline, as well as notes and news items, are all welcome. A regular feature will be critical notices of textbooks and surveys of materials available for teaching particular areas--recent texts in introductory logic, for example. Persons interested in contributing such notices, should write the editors, indicating their areas of interest.

This article discusses the sociology of knowledge and curriculum planning. People interested in problems of the curriculum of schools can be divided into two groups. The first group, by far the largest, is mainly interested in the practical problems of the curriculum, of which bringing about some desirable change in the curriculum might be one. The theoretical basis for much of the work in this particular volume is to be found in a sub-discipline of sociology known as the sociology of knowledge. The purpose of this paper is to provide some account of the sociology of knowledge and to explore the implications for the study of the curriculum of this particular viewpoint. The author proposes to do this first by looking at the sociology of knowledge as it was formulated by researcher Karl Mannheim. Although Mannheim was by no means the first to put forward a set of ideas as the sociology of knowledge, he is the thinker who made these notions through his writings accessible to the English speaking world. Mannheim drew attention to two other features of political and social theories.

The article features a teacher's view on educational planning. He explores certain aspects of educational planning by using his experience and reading of the visiting Fellowship to the International Institute for Educational Planning, UNESCO, in combination with nine years of teaching and professional interests. He argues that the realistic siting of educational planning in the system as it exists, including all its environmental constraints of administrative, economic, manpower, political and technical varieties, implies a change of bias in such planning.

The article discusses research study related to teaching materials for the teaching-learning processes in the educational system. Teaching materials help assist teachers to motivate learners, examine class and individual needs, organize instruction and materials of instruction, teach and guide learning, counsel and advise pupils, evaluate pupil progress, and confer with parents relating to their children. The author argues that curriculum guides and enactment are outstanding on paper, but it lacks implementation of action in the classroom. The author added that this research help gives recommendations and ideas for the improvement of printed and new media materials and on how to employ these materials in teaching.

This paper reports a project intended to make a preliminary objective assessment of the needs of prospective participants in a continuing education program. This is part of an effort to relate program content to such needs and thus to make possible an evaluation of the success of the continuing education program. [ABSTRACT FROM AUTHOR]

The demand for more and greater variety in maps has brought about an expansion of established map-making facilities and the creation of new agencies, both private and government. This expanding activity has posed several problems, mass production techniques had to be improved, new inks, papers, and other materials were needed, and additional personnel had to be trained. In typical American fashion the new techniques, material, and the expanded facilities to house them were solved with relative ease, but, perhaps also typically American has been our lag in changing cartographic training to meet the needs of the present day. The objective of this article is the presentation of a cartographic training curriculum at the college level, which meets the needs of present day map-making.

A model biology curriculum based on in-depth development of biological concepts is presented It provides a framework of courses radiating from a core course in biological concepts and advancing to higher levels of concentrated attention to the concepts. A second part of the paper treats the rationale tor development of courses or curricula based on concepts. [ABSTRACT FROM AUTHOR]

The modern collegiate school of business is in a unique position to meet the education requirements of accountants that will combine cultural and technical training, for it is so constituted as to maintain the proper balance between the liberal arts tradition and the specific requirements of preparation for a professional career in any of the various phases of business activity. In terms of types of curriculum structure for such a school, the paper argues for the "diagonal" plan, wherein the student begins his studies with a program containing a preponderance of subjects in the liberal arts division and a sprinkling of business subjects. As he continues through his collegiate career the trend is reversed so that, in his senior year, the student is pursuing a heavy concentration in his specialization group together with a light general elective program. The general advantages of this plan are (1) the problem of articulation between high school and college is thereby minimized; (2) the student is introduced to business in broad terms through a general survey of business structure, organization, procedures, and laws-all of which are basically related to the accounting process; (3) the general business subjects are appropriately introduced before specialization is begun; and (4) the choice of a specialty is deferred until such a time as the student has surveyed generally the various fields of business endeavor. From the specific viewpoint of education for public accountancy, this form of curriculum design (i.e., the "diagonal" type) permits the accountancy student to defer his decision to prepare for this particular phase of the field until he has virtually completed his specialization group and has been "exposed" to the various areas of possible professional interest in the general field of accountancy.

The article presents a strategy for developing a curricula for disadvantaged children through a programed instruction. This study aims to present an approach to language instruction for children of disadvantaged backgrounds. It also seeks to explain how would the curriculum use the discipline of programed instruction by a language and concept curriculum called Matrix Games. The relative contributions of research strategies for curriculum development is compared with the programed instruction. The paper's theme is explained in terms of the possibility of creating a curricula which differs from the academically oriented ones.

The article discusses a new emphasis for introductory accounting instruction. The purpose of this note is to present a proposed outline for a two semester introductory accounting course. The outline reflects beliefs regarding the direction in which introductory accounting education should and will evolve in the near future. It is hoped that this paper will stimulate discussion and research directed at improving the introductory accounting course, and in particular will encourage experimentation with new approaches in the development of teaching materials for the course. Basically it is felt that the outline provides a broader perspective of accounting, and a more balanced emphasis on breadth and depth, to the beginning student of accounting. People are critical of many, if not most, contemporary introductory accounting courses for providing too narrow a perspective by means of an overemphasis on the procedures and techniques of accounting. Accountants certainly do not advocate that procedures and techniques are not an integral part of introductory accounting. However, the outline does entail a reduction of emphasis on procedures and techniques, which is counterbalanced by an increase in emphasis on such matters as normative as well as positive views of the accounting function, the role of accounting in economic and social processes, an historical perspective, and an exposure to the variety of activities and dimensions which are encompassed by the accounting discipline, including not only financial and managerial accounting, but also auditing, information systems, taxation, quantitative methods, behavioral accounting and accounting theory.

This article presents the extensiveness of curriculum structure. The curriculum structure extensiveness can be conceptualized along two dimensions, namely, the commonality and the temporality of the relationships between curriculum elements. The author presented a conceptual framework that serve to synthesize past and current conceptions of curriculum structure by providing vocabulary of useful concepts to generate research questions as an emphasis on curriculum structure. The concepts presented are tools of thoughts that must be tested by their usefulness in the generation of fruitful questions.

The article presents a conceptual structure of curriculum development and its comparative study. It refers to the motives of such development in the course of the comparison, which involves several countries including England, the Federal Republic of Germany, the German Democratic Republic, Sweden, and the United States. It discusses a conceptual framework for curriculum development, its operations, strategies, techniques, participants, and the educator's role to this development. Curriculum pressure groups define not only the main aim but also the method of construction.

The article discusses various issues related to the evaluation of curriculum. The article specifically refers to the International Clearinghouse Report which analyzed the nature and characteristics of 46 science curriculum projects. These curriculum projects were developed by groups of scientists, educators, teachers, and others. According to the author, there are two major purpose of curriculum evaluation. First, it helps in gathering information to improve a course. Second, it assists educators to take right decisions in curriculum planning and its effective use.

This article discusses the results of a definitive empirical research dealing with curriculum. An elaborate conceptual system for dealing with problems of curriculum and instruction is developed. The researchers lamented that there is no carefully engineered framework for identifying relationships among complex and interacting phenomena. Although curriculum was define as a set of intended learning, the conceptual system includes levels of decision making in terms of remoteness from the learner, substantive curriculum decisions, type of appropriate data sources to be consulted, and between levels, identification of authority and responsibility for decisions.

This article reviews several papers on the future of curriculum research in the U.S. The most promising research study under way in terms of its implications for curriculum planning and developments is Project Talent. The project was significant to curriculum planning and development. The reviewers found out that most of the studies were just replicas of old research. The authors have identified some research believed to have extreme significance for the planning and development of classroom experiences, a major element of the curriculum.

This article focuses on recent research that gives information about the four areas that influence curriculum decisions in the U.S. The four areas are the characteristics of learners, the process of learning, the effects of different tasks and methods, and the definition of various skills and abilities than can be viewed as outcomes of school learning. The distinction between social and psychological forces is arbitrary at times. The forces were classified as psychological within the framework of the alternative organization.

Many teachers of accounting feel that the present methods of instruction in their field leave much to be desired. Apparently, the necessity of keeping the content of the curriculum up with the rapid expansion of accounting theory and practice has resulted in less attention to the more purely pedagogic aspects of accepted fundamentals than is desirable. The well-nigh universal acceptance of some variation of the balance sheet approach was an inevitable step in the right direction. Insofar as it gets away from the older apprentice methods of doing without understanding and emphasizes methods of logical presentation it is pedagogically sound. But insofar as it leads toward new methods of understanding without doing it is pedagogically fallacious. It is the author's observation that very few accounting students retain the gist of lecture, reading, or discussion unless the subject matter thereof is also embraced in concrete problems worked by the student. Even careful illustrations in the lecture or reading are apparently of little avail unless immediately backed up by concrete problems worked by the student.

The article outlines the significance of the Panel on the Laboratory in Biology in the U.S. It was formed by the Commission on Undergraduate Education in the Biological Sciences (CUEBS) tasked in clarifying the function of the laboratory in changing biology curriculum. The scheme is vital to biology undergraduates because it sets the standards in the best use of laboratories in undergraduate instruction. It also engages students in the process of active investigation and enhances their learning capabilities by increasing the number of sense modalities being employed and helping them relate verbal abstractions to real objects and events.

With the United States participating in aid programs to so many underdeveloped countries, this article explores the possibilities of expanding accounting education on an international scale. Speaking of the specific area of accounting, there are correspondence schools in the United States, which could broaden their program on an international scale. Then remains the larger problem of adoption of standards for the various stages and examinations. An organization with the objectives and respect of the American Accounting Association could well move into formulating examinations, establishing testing centers, correcting exams etc. These external examinations would be of value not only outside the United States but would fill a gap in the accounting education field in the United States as there are also the students in America, as abroad, who cannot for financial or other reasons pursue a study of accounting at a regular institution of learning. External examinations of the type already mentioned coupled with the correspondence school would give them the chance of attaining some internationally recognized achievement in the accounting field.

There is a healthy difference of opinion concerning the scope which may justly be assigned the accounting courses of a well-integrated collegiate curriculum in business administration at both the undergraduate and at the graduate levels. There are clearly discernible trends of emphasis among the offerings of the collegiate schools of business in the United States. Although educational forces may be detected and projected into the future with questionable accuracy, it is possible to secure some guidance in accounting curriculum policy-making by an exploratory survey of current conditions. Interpretive observations of any great validity must await a full-scale research endeavor aimed at the renovation and refurbishment of the accounting curriculum in the light of reliable evidence that such changes would be justified by sound educational aims. This paper is an attempt to "sift out" some of the educational forces which have formed our accounting curricula of the past and which may be expected to shape the developments of the future. An important set of forces is contributing to the development of the field of administrative accounting and may be expected to affect the basic curricula of our schools of business and industrial administration. There is considerable apparent argument concerning the degree of emphasis which should be assigned the currently basic segments of the administrative curriculum. The liaison (and the quality of the relationships) between the staff of the divisions of marketing, finance, management, economics and accounting often has an important bearing upon the content and scope of the accounting courses which will be offered by the accounting division.

Can training for business actually be provided by schools? If so, what type of training is most effective? Should businessmen be trained as generalists or specialists? Questions such as these are not the special product of educational turmoil in our day and age. This article examines a little known but highly significant eighteenth-century document which points to the origin of the business-school concept, and affords a unique opportunity to see current ideological differences in historical perspective. [ABSTRACT FROM AUTHOR]

The article talks about the contents of an article entitled "Latin in the Seventh and Eighth Grades in California," by H. C. Nutting of the University of California. The article appears in the March 21, 1914 issue of the journal "Classical Weekly." The paper attempts to estimate the measure of success attending the reorganization of the upper grades. It starts by discussing the new grouping of classes whereby the seventh and the eight grades are cut off from the grammar school and are united with the ninth grade to form the intermediate, introductory, or lower high schools. Results of the investigation show that the new departure is proving a conspicuous success.

Business and business/management schools were surveyed to determine the characteristics of management information systems (MIS) curricula. All academic degree levels—Bachelors, Masters, and Doctorate—were investigated. An encouraging 82% response from 260 academic institutions queried lends credibility to findings reported. These survey results should provide insights for the development of new and/or revised MIS curricula. They also indicate opportunities for expanding enrollments. The MIS field, still in its infancy, has not yet stabilized. This is causing difficulties in planning curricula for this newly-evolving discipline. The MIS area within both the academic and business communities is undergoing constant and rapid change due to environmental and technological advancements. In order to insure curriculum relevance and properly trained personnel in this field, these areas must respond to these changes. Suggestions as to where and how this discipline should proceed must be based upon the currently existing situation. [ABSTRACT FROM AUTHOR]

Studies the advocation of sociological direction of learning apart from the psychological dimensions of individual experience as a basis for curriculum decisions. Verification of the importance of subjective and objective dichotomy in learning; Different priorities of ancient and counter culture regarding social necessity; Characteristics of consciousness based on various interpretations.

The article reports on the availability of copies of the final report, "A Seminar in Art Education for Research and Curriculum Development," which was held in September 1965 at The Pennsylvania State University under the sponsorship of USOE. Details relating to issue included in the report, such as the 16 major papers, research reports and an autobiography are also discussed. Information on how the report can be purchased thru the Department of Art Education, Penn State University is included.

The article reports that the National Association Secondary-School Principals' (NASSP) Curriculum Planning and Development Committee has consistently supported and endorsed the comprehensive secondary school's major project for 1961-1962 in the U.S. Such move is due to a belief that the school is the best hope for fulfilling the American ideal of adequate educational opportunities for all youth, and that the most effective leadership in the improvement of a curriculum is the principal of every school as he organizes his faculty, student body, and his community to meet the needs of the students. The NASSP support the principal by providing curriculum position papers.

The article discusses bookbinding as part of student's learning activities. Its elements will be taught as they may be adapted to the constructive work of the grades. In this activity, each student will be required to furnish himself with a bone folder, a pair of compasses, a straight-edge or tri-square, a binder's knife, and three medium-size books of good material, which shall be bound for practice work. They are advised not to begin on rare or valuable editions, considering their being a tyro. Further, they will also be required to furnish his own papers and leathers, which will average forty cents per volume.

Presents a correction to the article "Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant Functions," which was published in the May 1969 issue of the "American Educational Research Journal."

There has been a sharp increase in the teaching of sociology, social problems, problems of American democracy and related courses in the high schools of the nation during the last fifteen Years. In the past the social science offerings in high school, were limited largely to courses in ancient, medieval, modem and American history but many high schools are now requiring students to take a major in the social studies. With the current change the ancient, medieval and modem history is telescoped into a course in world history. In the place of the other history courses are courses in economics and sociology. This expansion of the social science curriculum in high school puts upon the teacher training institutions the obligation to keep up with these curriculum changes and to qualify social science teachers to teach all of the social studies. This study of the preparation of high school teachers caused the writer to become interested in the sociology curriculum in the colleges which prepare teachers to teach in high schools.

The article is geared towards contrasting teaching as a technology based on the science of learning and as a technology based on a yet-to-be-developed theory of teaching. The development of teaching theories involves more than a simple change in viewpoint from dependent to independent variable. For those who base instructional technologies on learning theory all make the following assumptions: (1) principles in laboratory settings are useful in instructional settings; (2) no learning theorist would ever contend that any existing learning theory exists without composition laws; and (3) implementing knowledge about learning involves development of new learning technologies.

The article discusses the problems of upper secondary education and the importance of curriculum reform. It suggests that the content of education is in urgent need of adjustment to the demands of current and future world. Curriculum reform will be ineffective and pointless if structural reforms are not implemented at the same time. The reforms will have to provide solutions to basic problems faced in all European countries by the authorities responsible for upper secondary education. All the problems which were reviewed and which cannot be avoided are different aspects of a single objective, namely the adjustments of the educational system to the cultural and psychological needs of young people today.

The article reports on the claim that comparative education and international education are undergoing an identity crisis in the United States. It considers the claim that there really is no such identifiable field of study as comparative education or international education. The author comments on the accelerated attention being given by social scientists to international studies. He also expresses his concern with the direction of social change that has been popular among empirical social scientists. The article explains why the civilization-building process is appropriate as a theme for the history of education and especially for international education.