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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 article focuses on the basic problems in the development of the instructional program. In the development of an educational program attention must be given to determination of objectives, to selection of learning experiences, to organization of those experiences, and to evaluation of the outcomes of instruction. This paper cites recent studies and writings that bear upon the first three of these fundamental processes, with especial reference to education for early and middle childhood. While there is an increasing volume of research literature bearing upon the learner and upon contemporary society, there is as yet relatively little research demonstrating how teachers and curriculum workers actually use such information to make crucial decisions about educational objectives for elementary schools.

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.

This article presents a discussion on curriculum evaluation. Curriculum evaluation is a body of techniques, methodologies, and principles created deliberately to give some systematic form to the ways in which the assertion “we must evaluate...” can be made to work. Curriculum evaluation only makes sense as it is applied to curricula. It must presuppose sets of concepts that can locate evaluation-relevant aspects of curricular phenomena as coherent arguments rationales and procedures that can be appraised. Some examples of curriculum evaluation were also presented in the article.

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 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.

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 discusses the content of the early and middle childhood education curriculum. A considerable range of content is currently included in the elementary-school curriculum. Attention is also given in the literature to the treatment of this content as far as emphasis and time allotment is concerned. This paper also discusses the change in content in the Three R, such as the change in spelling vocabulary, both in terms of total wordlist and grade placement or words; the broadening of arithmetic content to include content having utility and realism for society and the child; the shift in reading from sole emphasis on word count to at least equal emphasis on idea count. Selection of content for the elementary-school curriculum also has been reported. Promising trends in the content of the early and middle childhood education have been further discussed.

This paper discusses the role of organization of instructional materials in designating the sequence in which educational experiences unfold during the process of learning in the U.S. Instructional materials have commonly been organized by subjects within which the chronological and logical sequence determined the order of development. The education planning committee believes that it is desirable to organize the general program around certain life problems. However, these problems can be developed most effectively within certain large learning areas namely language arts, social studies, mathematics, health and physical education, nature sciences, practical arts and fine arts. The author claims that organization of learning experiences that disregard subject lines is probably the most recent innovation. Moreover, The Research Division of the National Education Association, in response to the questionnaires sent to them by a number of secondary-school principals, emphasizes on the implementation of enriched programs of school activities for superior students and the material should not be merely for average students but mainly the kind that will deepen and strengthen students' understanding of the world.

This article focuses on the research on the incentives for innovation in the American public schools. This research studies set out some prepositions about the structure and incentive systems of public schools as they relate to the adoption of innovations, and to their implementation in the school. These propositions may have certain systematic implications for educational research and development policy as well as for such broader questions as how to implement planned change in bureaucracies. The propositions are not based on careful testing of hypotheses, but on a blend of evidence and speculation, and are aimed at influencing how people might think about educational research and development policy. Furthermore, implicit herein is the notion that society will be better off if schools could offer more diverse alternatives in respect to both organization of schools and curriculum.

This article discusses the cooperative, competitive, and individualistic goal structures implemented by educators in education in the United States and its effect on the learning process and its outcomes. The article says that critics and educational reformers have mixed views on these goal structures. They usually criticize the competitive goal structure, despite the high importance given to interpersonal competition in the current educational curriculum. This article emphasizes on the importance of cooperative skills in the instructional activities. It says that the evaluation of student competence should take place within individualistic or cooperative goal structures. Currently, the most popular goal structure in instruction is interpersonal competition.

This article discusses the developmental psychology educational programs of psychologist Lawrence Kohlberg and his associates in the U.S. These programs can be discussed in terms of structural organization, developmental sequence and interactionism. Kohlberg has taken a person's cognitive structure as the framework of value education, by which he has interpreted strong and emotional experiences. Developmental sequence depicts the course of the way by which the cognitive structures are built. The idea of interactionism is related to the process by which cognitive structures are progressively elaborated in education. Kohlberg has emphasized on the role of moral education in developing organizational structure through which social problems can be mitigated.

This article focuses on the curriculum policy-making in the public schools of the U.S. In this review they treat the determination of the public school curriculum as a process of public policy-making which is necessarily political in character. The third method of formal curriculum decision-making might be called empirically-derived computer-based decision-making. They distinguish three ways in which national or regional agencies affect state and local curriculum policy-making by establishing minimum standards, by generating curricular alternatives and by demanding curriculum change.

This article presents a review that attempts to describe available instruments for the observation of classroom instruction and to suggest modifications for local evaluation of instruction. Four potential uses of these instruments are described and examples are given of each: assessing variability in classroom behavior, assessing whether the teacher's performance agrees with specified criteria, describing classroom instruction, and determining relationships between observed and outcome measures. Finally, several difficulties in the use of observational instruments and in the interpretation of the results are noted. Major emphasis is given to evaluation of instruction within specific curriculum projects, that is, programs in which the instructional materials were developed by special groups such as the Biological Sciences Curriculum Study.

The article discusses various issues related to international education programs. The author first presents information related to curriculum development in international education and then set forth various reports on this topic. The author refers to major curriculum development projects from around the world which are presented by the International Clearinghouse on Science and Mathematics Curricular Developments. The author presents several reports including one on the UNESCO pilot project on new approaches in biology teaching in Africa and another on the development of new methods, techniques, and materials for teaching physics of light in Latin America.

The article focuses on the research on curriculum development and instructional materials in science education. The article specifically refers to the literature which criticized curriculum planners for not including educational materials which help in solving human problems through science. The article presents the views of several philosophers and science educators who stressed on the development of science curriculum which has social implications and help in solving practical world problems. The article also discusses the role of scientists in curriculum development.

This article discusses the state of curriculum research and development. The contribution of evaluation to curriculum development has been restricted by a model which has extended very little beyond conceptions of testing. This simplistic model assumes that the efforts of teachers and students are the prime causal factors in the attainment of educational objectives. The addition of methodological chapter in a review of curriculum developments is a welcome innovation. Significant progress that has been made in the precise definition of curricular objectives, in the analysis of ends/means relationship, and in the effective ordering of stimuli for learning. A substantial progress has also been made in extending both the understanding of the evaluative process and the use of evaluative data in diagnosing the possible accomplishments. Curricular theory with exploratory and predictive power is virtually non-existent.

This article focuses on the consideration of curriculum materials as one of the vehicles for bringing about educational change. The educational reformer who eloquently urges classroom teachers to change their practices may receive the accolades of the educational community, but the educational reformer who provides a set of usable curriculum materials for the teacher is more likely to modify what goes on in the classroom. The broadest interpretation of the phrase curriculum materials includes such educational devices as textbooks, audio visual equipment, and bulletin board displays. The conception of curriculum materials as replicable phenomena has great similarity to the conception of an instructional product, an instructional program, which is defined as a reproducible sequence of instructional events designed to produce a measurable and consistent effect on the behavior of each and every acceptable student. Curriculum materials which are designed to be reproducible permit the developer systematically to improve the materials over time by testing their effects upon the intended learners.

This article discusses the methodological issues in curriculum research. Curriculum developers have tended to assume an isomorphism between their interpretation of curriculum guides and instructional materials and that of teachers and students. The lyrics of psychological research methodology have in turn been drawn from statistical analyses growing out of agronomy and biology. Curriculum researchers have expected their efforts to result in direct improvement in educational practice despite the fact that research reports typically conclude with suggestions for further research rather than with suggestion for implementation.

This article discusses various forces influencing curriculum. Changes are occurring both in theories for constructing curriculum and in what is actually taught in the schools. Forces include overlapping categories of social and economic life like: class and race tensions, legislation, private foundations, and technology. There is little evidence that principles of curriculum and instruction are significant in shaping the curricula of the schools. Neither are there many studies relating specific instructional practices to a given societal force condition. Curriculum theory offers a number of general principles to guide one in selecting learning opportunities, and these principles have been adopted from ancient pedagogical admonitions and psychological theories of learning.

This article presents a research on content, methods and techniques in education for development in the U.S. The increasing international interest in education research is documented in a survey undertaken by the International Bureau of Education prepared for the twenty-ninth session of the International Conference on Public Education. Much of the published work of educational research abroad and especially in developing countries, is generally unavailable in the U.S. The organization for Economic Cooperation and Development has issued an international task group report on curriculum improvement and educational development which suggests that new approaches are urgently needed to curriculum construction and change. One of the problems often noted is that children's learning styles are related to their cultural and social background and to the experiences which are part of everyday life.

This article discusses research on testing in the evaluation of curriculum development in the U.S. The emphasis on measuring the discrepancy between intended and attained behaviors usually relies on the ability of the educator to specify and measure critical behavior. Another class of evaluation strategies emphasizes collecting information most relevant to the decisions a curriculum developer must make. The decisions of purchase, allocation of teaching resources, decisions of arranging the instructional setting, and adapting the curricular program to student needs and capability are emphasized in the third class of strategies for evaluation.

This article is concerned with on-line use of computers by students to further individual learning, by teachers to supervise instruction, by authors to prepare self-instructional material or learning exercises and by researchers to study the optimization of learning. Typically the users converse with the computer through direct connection of electric typewriters, film projectors, audio devices, electronic display screens and pointers. For many students the control imposed by an author through a computer delivered sequence is not necessary if the learning materials are well organized. The sever requirements of detailed instructional programming discourage the assembly and revision of major portions of curriculum in this elaborate format. The increasing use of computers and electronic technology and an emphasis on skills of information acquisition and decision making recommend giving students more control over the learning environment.

This article presents a research on music education in the U.S. Programs in music education supported by the U.S. Office of Education. Research and related activity was categorized according to six major subprograms: basic and applied research, demonstration, curricular improvement, small contract, research and development centers and curriculum improvemental activities. A significant contribution to the profession which used sound experimental techniques. This study provided evident of practical implication for teaching procedures at the elementary school level. Teaching procedures and the effect of knowledge of results by employing variations of rhythmic, melodic and intervalic material in transcribing music. Governmental and institutional agencies have shown increasing willingness to support research projects in music education.

The article discusses the role of curriculum research and evaluation in the educational system. James B. Macdonald developed a subsystem model which attempts to clarify the role of research and evaluation. Such subsystems include learning, teaching, instruction, and curriculum. According to Macdonald, research and evaluation will take place in this structure, hence assessing the input and output within each. But as the author goes along with the study, it was found out that curriculum research goes beyond assessment of pupils' outcome, which evaluates the content-instructional-organization-teaching-learning systems and applications of research designs between the input and output variables.

This article analyzes and evaluates the elementary school mathematics and science programs. Furthermore, the article also discusses the point of view of major curriculum projects with some reference to concept teaching and learning. There has been pressures for new mathematics curricula which necessitates an improvement in school mathematics. Several programs has been conducted in reviewing studies on curricular developments and studies of instructional materials and of children's scientific concepts. Moreover, though there have been great intellectual and technological advances which had their impact on curricular change, they have not had an equivalent impact to educational research. Finally, it is hoped that future research will continue to contribute to the advancement of the educational curricula.

This article presents studies concerning secondary mathematics education. A discussion on the evolution of curriculum and trends in mathematics was presented. Various approaches and techniques in teaching mathematics were the subjects of numerous studies. Many of these studies were concerned with problems in approaches to the teaching of algebra. An evaluation and effectiveness of topics and courses were conducted and have faced a basic problem on the inadequacy of the measuring instruments. Several studies were reviewed regarding the comparative effectiveness of various programming techniques as well as with effectiveness relative to traditional classroom methods, motion pictures and television.

This article presents a review of several contributions related to mathematics in the elementary school. It also presented summaries and bibliographies of contributors. A major objective of elementary school mathematics instruction has been to help each child, regardless of his intellectual and mathematical ability to acquire an understanding of mathematics and a level of skill in using mathematics in accordance with his abilities. Specific attention has been given to concept formation, attainment of specific mathematical concepts, factors that contribute to general arithmetic achievement and positive attitudes toward mathematics. It also focuses on ways of providing for individual differences in learning, effects of classroom organization and environment on the learning situation and influence of new programs and media in the improvement of existing mathematics curriculum.

This article is concerned with research on curriculum research. Its purpose is to locate studies that have focused on models, procedures, designs, and techniques in curriculum research, which enlarge understanding of the task and providing guidelines for curriculum research workers. There are four concept definition of curriculum research: curriculum, research, curriculum research, and research on curriculum research. Curriculum is defined as status of or change in pupil behavior which is pertinent to the goals of the school. Research is defined as activity aimed at increasing one's power to understand, predict, and control events of a given kind. Research on curriculum research, then, becomes an activity aimed at increasing the power of research methods designed for understanding, predicting, and controlling curriculum phenomena.

This article discusses the dynamics of change in a review of research on curriculum planning and development. The discussion is based on the assumption that certain dynamics of change in the curriculum development process can be identified and that research into these aspects of change will help describe what is happening and to predict what will happen. The topics dealt with primarily were placed on administrative, supervisory, and organizational arrangements. In the study of curriculum change, some notable beginnings were made for more adequate conceptual systems and improved theory. The review suggested the following classification of educational change: search for models, diffusion of innovation, field demonstrations, redefinition of change, role of perception, personality structure in change, and contributions from related fields.

This article examines the nature of knowledge and its proper relationship to the school curriculum in the U.S. From the resulting analyses and ancillary activities, the authors found that rapidly developing recognition that organized knowledge is a major source of the curriculum. Thus, the nature of the intellectual disciplines and of the practical technologies demands as careful and systematic attention in curriculum development and planning as the nature of society and the learner received in the past. This response is undoubtedly was influenced by multiple pressures, including the recognition that the disciplines are instructive in addition to preservative in nature, the renewal of interest and active participation in curriculum planning by academic scholars, the expression of general concern throughout American society for increased excellences in schooling, and the determination to deal effectively with the modern explosion of knowledge.

This article focuses on the methodology of educational research in science and mathematics. In many studies, the problem of equivalent group sampling was not met well. Several researchers attempted to match individuals on the basis of one or two characteristics instead of drawing samples at random from a specified population. Assumptions underlying statistical analyses were adequately tested in only a few studies. Performance of research as part of the requirement for a doctorate is more important than the result, in that the degree attests to the candidate's ability to perform research.

This article focuses on the studies in elementary science. Research in elementary science is of the survey type, more experimental and relationship studies are appearing. It is strongly recommended that researchers in elementary science devote future efforts to how-to-do-it studies, rather than to summaries of current practices and weaknesses. Attention should be given to evaluating the outcomes of elementary science programs. Researchers need to concentrate on identifying understandable, attainable goal and techniques by which classroom teachers can attain those goals. Another area requiring attention is that preservice and inservice programs for teachers.

This article presents a review on the forces influencing curriculum development in the U.S. The period covered by this review is marked by activity of pseudo experts in education, armed with the results of some measure of inquiry and adroit in techniques of publicity and persuasion, ready to prescribe specific modifications in school and college curriculums. The article reveal a paucity of studies clearly showing the forces influencing the channels through which influences find their way into the schools and the impact of given beliefs of bodies of knowledge in curriculum practices. The author of this article outlines the three categories of forces influencing curriculums.

This article presents a review of research on curriculum planning and development in the U.S. The article will help reader to discover a single explicit definition of curriculum. The author summarized the prevailing definitions of curriculum such as the (a) the curriculum is a design or plan of institutionalized education, (b) the curriculum consists of the actual learning opportunities provided at a given time and place, (c) the curriculum is an instrument for bringing about psychological changes in learners as a result of their activities in an educational institution. Distinctions among these and other definitions of curriculum appear not to affect significantly the kinds of questions and problems dealt with in common by those who work in the field of curriculum.

The article discusses the role of school and college teachers in educational guidance. The teachers should give greater emphasis on accurate information about students in order to improve teaching effectiveness. The teachers also need to give importance to mental hygiene, counseling and therapy, due to their growing popularity. According to a researcher, teachers should be responsible for parent-teacher conferences. Teachers should explain the reasons for low test scores of students to their parents. Teachers are often asked to look into the emotional problems of their pupils. The educational guidance programs and curriculum should be combined in the schools.

This article discusses the influence of research related to the arithmetic curriculum to the teaching procedures, content, organization of instructional groups and programs of curriculum improvement. Evidence continued to accumulate in support of the discovery method of teaching whereby children are encourage to structure mathematical concepts. In assessing teacher understanding and attitudes, they found that prospective teachers' reactions to mathematics were a result of method of presentation, opportunities for achievement, teacher's personality and type of problem solved.

This article notes that curriculum research revealed the persistence of certain well-known patterns such as the nondepartmentalized character of the elementary school and the predominance of English and social studies in the high school. It also revealed the presence of dynamic elements. It is noted that higher medians of independent schools often create misleading impressions concerning the quality of the public-school curriculum. Several studies showed that public-school graduates actually exceeded the performance of independent-school pupils of comparable ability.

This article focuses on the emerging concept of mental health in education in the U.S. Furthermore, the aims and objectives of mental health education centers on the following: (1) to disseminate knowledge and develop understanding of the underlying principles of mental health; (2) to promote the development and maintenance of good mental health in children; (3) to create informed public interest in the problem of mental illness; (4) to develop the community aspects of the mental health program; and (5) to promote training of personnel. Moreover, the concept of mental health is an elusive one wherein there exists no psychologically meaningful and operational useful description of what is commonly understood to constitute mental health. however, the failure of the traditional curriculum to meet the needs of many students and failure of schools to realize and satisfy individual differences and achievement were two of the leading mental health hazards in school. The mental health concept in education has been noteworthy in the research literature of early childhood education. Finally, it is concluded that many teachers lived and taught more than before in accordance with the principles of mental health; that teachers had more self-respect, attended more to children, were more humane and considerate; and there was more widespread concern about mental health, not only in the schools but in the community as well.

This article discusses on the various aspects and facets of business education in college curriculum. Furthermore, researchers have found out that: (1) the development of democratic citizenship thru teacher-pupil planning was necessary to justify the inclusion of business education in the curriculum; (2) interest in such courses was growing but that consumer courses were not available to all students without restriction; and (3) similarity between predictive formulas for general college achievement and those for college achievement in business education. Several aspects of business education work skills are emphasized in the curriculum such as: (1) bookkeeping; (2) typewriting; (3) general clerical; and (4) stenographic. Moreover, most studies were centered about the problems of local-school programs, the organization of cooperative part-time programs, and the follow-up of graduates. Finally, business education advocated greater research emphasis upon certain aspects of teacher education, including methods, student teaching, and work experience.

This article focuses on the significance of home and family life education in public schools. Furthermore, vocational homemaking education is a cooperative program in which home and school work together and it is based on recognized needs, interests, and problems of adolescents and their families in relation to personal development. Moreover, the article assesses student abilities, attitudes, and problems among students in homemaking classes. Finally, findings also point out that the use of techniques which seem not to be the most promising ones and to weaknesses in evaluation.

This article presents a study concerning the organization of schools. There have been few studies in recent years to measure the effectiveness of various types of secondary-school organization in meeting the needs of youth. The emphasis has been placed upon a reorientation of existing types of schools, rather that upon reorganization into different groupings of grade levels for administrative purposes. On the other hand, the reorientation of existing types of schools has been stimulated by a strong awareness of the needs of youth. This awareness has provoked curriculum-development programs of a kind that could be carried on in almost any kind of secondary school. In spite of the emergence of the community-school concept and the availability of extensive findings regarding the growth and development of youth.

This article reviews the specific findings pertaining to contributions of the subjects fields to the objectives of secondary education. Studies dealing with the achievement of objectives of secondary education are classified as: those undertaken in the traditional content areas and those which represent promising trends. Among those course offerings in the traditional content areas which have been the object of research emphasis are those in the general field of the language arts. The major emphasis in mathematics and science has been to help students solve personal-social problems encountered in contemporary living and to help students use more effective problem-solving techniques in everyday living. Research studies dealing with the relationship of good citizenship to the integration of the community have grown out of studies on juvenile delinquency.

This article discusses the research addressing the growth, development, learning and maturation as factors in curriculum and teaching. The basic idea that underlies all the others in modern education is to be found in John Dewey's recurrent emphasis on the experience if the child as of central concern. Regard for his all round development has shifted the emphasis from forcing him to acquire knowledge, to making provision for an inner living motivation. A man in general and the pupil in particular must be viewed not as a free soul, a capricious creature but as a dynamic lawful system interacting with the energy systems of the environment.

The article discusses the role of education as an instrument in the development of international understanding in the U.S. According to the authors, wartime studies should be included in the educational curriculum. The article is divided into three parts. The first is on education for international understanding which includes philosophy and objectives, measurements of attitudes and information, surveys of educational curriculums and methods and teaching materials. The second part on international educational relations includes reconstruction of education, and exchange of cultures. It discusses the role of various international organizations like the United Nations Educational, Scientific and Cultural Organization. The third part focuses on the research needed for education.

This article examines the nature of the task confronting education in the social studies. In a secondary school curriculum survey, it was found out the disappearance of ancient, medieval and modern history courses in line with the increase of the one year World History course. Furthermore, the curriculum adopt the Problems of Democracy as an integrating course in the last two years of the secondary schools. This article also cites the tendency of giving pupils of less academic ability of greater amount of time in social studies courses.

This article presents an analysis of the library in education. The significance of the school library depends upon three factors of primary importance: its role as a contributing source to the curriculum; its position as a learning center in the school, a place where ideas are generated and knowledge is unified and integrated and its function as a dynamic force in promoting the intellectual growth of the individual. The library must be evaluated in these terms. The need for further study in the following areas: government and administrative authority; internal management and the use of library.

This article summarizes several studies which examines the role of teachers in the education for community unity and action in the social system. In a society there is always a pattern of imposition and competition and conflict. Every social system has had to reconcile the two kinds of processes such as stability and change, security and freedom. And all this can be attained with teachers who can manage the group process, in classroom and community. Analysis on the current curriculum conditions are made and techniques and methods on improving teachers involvements in community developments suggested.

This article explores the teaching of science in senior high school and junior college. There have been findings of special interest in this article based on an educational research. The subjects included in this article may be assigned to two general categories: First, those relating primarily to the curriculum; and, those having to do with the learning process. New courses such as senior science and survey courses were analyzed. In the area of evaluation, the tendency to go beyond factual information in measuring outcomes was evident. Changes in attitude, in overt behavior, and in understanding were emphasized.