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This paper is a reflection, on the 10th anniversary of a great work of art. After reviewing some of the global impacts of the Wachowski brothers' highly acclaimed action sci-fi film "The Matrix" (1999-2003), I present a case for the use of the film in critical theory and pedagogy and it's apparent un-interest to such theorists and pedagogues. Based on my study of the film in my dissertation (Curriculum and Instruction, UBC) and in the years following, a case is made for the emancipatory "unplugging" potential of "The Matrix" narrative for 21st century curriculum work and activism. Cautions are raised about "waking up" for oneself and those we assist to do so. (Contains 39 endnotes.)

This essay suggests that helping people learn any subject better is a job for everybody who teaches that subject, from preschool to Ph.D. To do the job well at any level requires knowing what teachers and students at all the other levels need to do, and need to have done for them, subject by subject. Most educators have ignored the seamless nature of levels of learning in a particular subject. They do this because they are usually preoccupied with one particular level of schooling, and because they do not think of organizing or reforming things by starting with subject matter or curriculum. They have focused on the processes, not the content, of education. This paper argues that curriculum, the subject matter, needs to come first in educational reform. A hypothetical eighth grade history course is described in which inclusive strategies of reform have improved the course and the education system as a whole. The paper traces the work of commissions and conferences on educational reform. The importance of close collaboration based on mutual respect among practitioners at the school, college, and graduate levels is discussed. United States Department of Education standards and state frameworks are cited for the development of criteria to establish national content standards that will turn the idea of multilevel collaboration into practice. (DK)

The California Assessment of Academic Achievement Act of 1995 mandates the development and adoption of statewide academically rigorous content and performance standards in core curriculum areas. This brochure summarizes the findings of the Association of California School Administrators (ACSA) standards task force. The brochure is organized around the following questions: (1) What must effective statewide standards look like? (2) What must be done to avoid the "reinvent-the-wheel" syndrome? (3) What must happen to guarantee a standards-based system? and (4) What questions must still be answered? A glossary, a list of task force members, and an appendix showing the status of academic standards-setting across the 50 states as of April 1995 are included. (LMI)

One of the few independent black schools in New England is Paige Academy, a school that is largely based on an African-centered pedagogy. Founded in 1975, the school was initially established as a day care center, and later expanded to include an elementary school, while retaining its infant and toddler day care. The Paige Academy now enrolls 150 students. Students take a variety of courses, including computer technology, English, history, social studies, and science. Another important aspect of Paige Academy is its emphasis on nutrition. The school uses an algae-based supplement and a vegetarian diet to improve the quality of children's nutrition and academic performance. In this interview Angela Paige Cook and Joe Cook, founders (with five other educators) of the academy discuss the establishment and development of the school and the ways in which they have been able to ensure that students at the Academy receive a quality education. These educators think that self-esteem is the main ingredient in preparing students to conquer challenges. Parents are required to participate and the school's teachers make home visits. The Paige Academy's educational philosophy is influenced by the Nguzo Saba, the seven principles of Kwanza. The emphasis is African-centered and multicultural, with three languages spoken daily (English, French, and Spanish). The vision of the educators at the Paige Academy is to make an impact on the African American and urban communities through their model of education in which the community decides what the standards ought to be. (SLD)

Resource-based learning (RBL) is one of the most useful, successful, and acceptable approaches to curriculum delivery, easily adapted to different styles of teaching and learning. It brings together all of the resource elements--tutor, learning resources, and student--into a learning partnership. Two essential aspects of RBL are its flexibility--that is, its ability to cope with a variety of learning styles--and its promotion of student autonomy. The introduction of RBL has practical implications for further education colleges (technical institutes). Students need to develop more autonomy in the way they study and use information, through guidance from tutors. Tutors need to develop technical, human, and conceptual skills to be able to empower students with autonomy. A framework of learning resources and space in which to use them is needed to support students and tutors, upon which students can rely for all their learning needs. The college library is central to the learning process as the provider of a wide-ranging service based on a comprehensive collection of fully integrated learning resources. The issues and problems related to the implementation of RBL are partnership, quality issues, staff development, student autonomy, learning resources framework, technology of delivery, introduction and use of forms of RBL, and provision of RBL guides. Each requires a strategy to deal with it involving tutors, nonteaching staff, students, and senior college management. (Appendixes include 20 references and sample 5-year strategic plan for a further education college.) (YLB)

This paper discusses whether thinking skills can be taught. The concept of teaching thinking goes back to the ancient Greeks. The notion of inborn intelligence was dominant until the 1960s but was challenged by the constructivism theory developed by Vygotsky. The discussion is divided into 5 sections: (1) describing thinking and intelligence; (2) main approaches used by teachers to teach thinking; (3) evaluation of previous publications from the United Kingdom and the United States; (4) conclusions drawn from previous studies; and (5) recommendations for the future. (Contains 24 references.) (YDS)

The paper documents the "failure" of deaf education and proposes a model program for the education of deaf children. Reasons given for this failure include lack of linguistic access to curricular content and the cycle of low expectations. Early acquisition of American Sign Language (ASL) is encouraged both to develop cognitive skills and improve the child's ability to learn English. Twelve principles of the proposed model educational program include: sign language as the first language of deaf children, separation of sign and spoken language in the curriculum, second language (English) learning through reading and writing; and the least restrictive environment as one in which deaf children acquire a natural sign language and thus, access to spoken language and curriculum content. Program components include: (1) Family Support Program (assisting children and families in language learning); (2) Family-Infant-Toddler Program (organized activities and training to foster ASL acquisition and socio-emotional development); (3) a preschool-kindergarten curriculum designed to prepare the children for the regular primary school; (4) a grades 1-12 component taught in such a way as to enable deaf students to acquire the regular curriculum; (5) a Child Development Center providing day-care and developmental experiences for children through the third grade; (6) an administration, research and development component; and (7) a component focused on materials and resources development. (DB)

Meant primarily as a brief synthesis for consultants and supervisors in state departments of education, this statement represents an overview of the prevailing instructional scene. It notes the current swing to the right in educational approaches, looks at the emerging trends in federal concerns, examines the current thinking concerning teaching style and cognitive style, and discusses the implications of these matters for the state department of education. Five steps are suggested as a coping strategy: rebuild morale and desire in educators, deal with public dissatisfaction issue by issue, determine curricular weak points, combine inservice and dissemination strategies, and increase the interaction between the state department of education staff and dissemination personnel. (Author/IRT)

Historically, the Black Church was culturally responsive to the needs of their community. In order to meet the needs of African American adult learners, the church had to assume many roles one of which was that of educator. Like many informal institutions of learning, the Black Church has been overlooked as a site for adult education research. Ten sermons of African-American preachers were analyzed to identify culturally relevant themes and their applicability for use in adult education classrooms. These five themes that relate to different aspects of African American life were revealed: (1) self-ethnic personalities/experiences; (2) self-ethnic social experiences; (3) self-ethnic psycho-cultural; (4) Africentric affirmations; and (5) self-ethnic metaphors. These conclusions were drawn from the thematic analyses: (1) African American sermons can provide adult educators with culturally relevant names that reflect self-ethnic personalities with which learners can identify; (2) negative self-ethnic social and psycho-cultural experiences of learners can be mitigated by educators made more aware; and (3) the polyrhythmic cadence of African-American sermons grow out of an oral tradition; and (4) affirmation themes are one way to mitigate against negative self-image. (A glossary of the five themes is included. The bibliography lists 27 references). (AJ)

Each year, the Policies Commission for Business and Economic Education develops statements regarding business education. The following are among the commission's guidelines regarding planning the business education curriculum for the new century: (1) making business education an integral and equal partner within schools' educational communities requires that business educators proactively respond to industry needs and connect with changing student learning styles; (2) preparing students for emerging careers in e-commerce and other job clusters requires helping them develop both business knowledge/skills and people skills; (3) business educators must teach soft skills by modeling behavior, establishing the classroom culture, and interacting daily with students in a project-based environment; (4) at all educational levels, business educators must transform classrooms into virtual enterprises and help learners apply their learning "just-in-time" for the business's daily operation. (The following attachments constitute approximately 80% of this document: sample scope and sequence for business education courses; a sample philosophy and general goals for graduates; rationales and descriptions of 22 business education courses; information about the Missouri business education competencies; and an overview of integration and articulation that lists five integration models along with the benefits and challenges of integration and guidelines for articulating business education.) (MN)

Policy statements and position papers are presented that are intended as recommendations and guidelines for member institutions. They cover education, research, delivery of care, peer review, freedoms and responsibilities of individuals and institutions, national health programs, interdisciplinary education, radiation, and due process. (MLW)

New Jersey's Task Force on Education and Workforce Quality was formed in 1995 to develop recommendations to ensure a strong, mutually beneficial relationship between New Jersey's education system and the needs of its evolving labor market. The task force conducted a needs assessment that was mailed to approximately 1000 New Jersey employers (response rate, 10%) and held hearings in 4 New Jersey towns that were attended by 116 individuals. Among the topics/issues examined by the task force were the following: purpose of education; education's role in relation to global competition, the changing workplace, new understanding of learning/education, and technology; New Jersey's current demographics and labor market; skills, competencies, and delivery systems; integrated stakeholders; and accountability measurement. Among the task force's recommendations regarding connecting activities/oversight, stakeholder education, curriculum, and state leadership were the following: work force investment boards must play a major role in forming local educational partnerships and connecting stakeholders promoting school-to-work/work-to-school initiatives; teacher certification requirements and preservice/inservice training must be improved to reflect the new work force readiness agenda; and curricula must reflect customer needs more fully. (Appended are the employer needs assessment results and statements of some of the 36 individuals testifying at the 4 hearings.) (MN)

This paper presents some definitions and makes distinctions among the forms of field experience drawn from the literature, and surveys the goals of librarianship and library education in using field experience as an element in the library school curriculum at the master's level. Further, it explores learning theory for insights on the contributions field experience can make to professional education, identifies typical weaknesses and administrative problems in its implementation, and examines alternatives to a full-fledged field experience program. A bibliography listing more than 60 sources is provided. (Author/FM)

The document contains two essays on art and aesthetic education. The first examines the ideology of art education from the standpoint of phenomenological sociology. Using this approach, the researcher can adopt an ethnographic, historical, and/or cross-cultural approach to analyze how a phenomenon (for example, an ideology of art education) appears. These approaches reveal that beliefs about art education have been the same for at least 80 years. The overall aim appears to be to shape citizens who are achievement oriented, produce and consume excellence, and contribute to the progress of civilization. These views neglect the fact that art is a mode of giving meaning to one's experience. Also, both student teachers and children are dependent upon the art educator's power to define the structure of the art experience. The implications for art education research are numerous. The second paper reports results of a study of the aesthetic socialization of children during art museum tours. The researcher recorded verbal interchanges between museum personnel who are guides and children in an art museum for a three-month period. Results illustrate that museum guides indicated that art works of high value most often belong to the wealthy and privileged; one is to have feelings about artworks; artworks are to be looked at and enjoyed; and there are many social conceptions about art. Implications are that teachers and children are vulnerable to the guides' interpretations about art and aesthetic knowledge. (KC)

Papers on the education and training of librarians, which were presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "The Role of New Technology in the Librarianship Syllabus," in which J. A. Large and R. F. Guy (United Kingdom) describe possible problems related to the integration of new technology in library school curricula and the experience of introducing such instruction at the College of Librarianship Wales; (2) "Teaching New Technologies: Whose Role Is It?" in which G. Edward Evans (United States) outlines his view that library schools must teach students about operations, applications, and use of information/telecommunications technology; (3) "The Codified System of Post-School Training of Librarians in the Slovak Socialist Republic," a report by Horst Hogh (Czechoslovakia) on that country's permanent cyclical continuing education system for librarians; (4) "Comparative Trends in Library and Information Science Curricula in the USA, Canada, and the Federal Republic of Germany--A Study Originating from the IFLA Project 'Equivalency and Reciprocity'," in which Diann D. Rusch focuses on educational requirements and specializations and on the response of library schools to changes in the job market; and (5) "The Training of Librarians for Technological Society. Polish Experience and Problems" by Stefan Kubow (Poland). (ESR)

Considerations in teaching students from linguistically diverse backgrounds are outlined. The instructional program must consider: (1) the social, economic, and political circumstances of the students' families; (2) their reasons for being in the United States and the length of their residence; (3) their attitudes toward the English-speaking group and English; (4) their attitudes toward their own language and cultural maintenance; (5) parental aspirations; and (6) the social, economic, and political considerations within the United States. In light of these points, the merits of four education models--the Monolingual Mother Tongue, Transitional Bilingual Education, Maintenance Bilingual Education, and Monolingual Second Language Education--are discussed. Any model chosen must: (1) utilize a variety of techniques and texts appropriate to the situations; (2) explore pre-existing parent, student, teacher, and community attitudes; (3) increase the cultural awareness of teachers; (4) provide teachers with curriculums from their students' home countries, (5) help teachers utilize community resources; and (6) train teachers to maintain classroom discipline appropriate for all age groups. (PMJ)

Progress that has been made in teaching estimation is reviewed. The paper shows that although little has been done in research and development, there is a great deal of interest in developing estimation as a primary skill in school mathematics. It suggests that it is feasible to design instruction sequences in computation, measurement, and problem solving where estimation is developed at an early point so that it can become a tool for learning other skills and concepts. (MP)

Papers on the education and training of librarians presented at the 1984 IFLA general conference include: (1) "Training and Developing a Professional for the Widening Library Responsibilities: A Management View," in which Charles K. Wambugu (Kenya) examines the management requirements for a professional librarian and discusses the role of library schools and libraries in training and developing that professional; (2) "Problems of Functioning of Librarians in Management Positions," in which Ruud A. C. Bruyns (Netherlands) summarizes the results of an investigation undertaken by the Dutch Public Library Association (N.B.L.C.) to identify the size, nature, and possible causes for problems concerning the functioning of librarians in middle and higher management positions; (3)"Shaping and Image for the Librarian in Nigeria: Implication for Education and Training" (B. P. Aboyade, Nigeria); (4) "Planning and Development of Library and Information Studies Schools in Developing Countries--An East African Experience" (Syed Ameer Haidor Abidi, Uganda); (5) "Projects and Results in Library History Research Performed in Poland" (Stefan Kubow, Poland); (6) "La Formation des Specialistes de l'Information au Maghreb et au Senegal" (The Training of Information Specialists in Maghreb and Senegal); and (7) "Le Personnel dans les Bibliotheques de Grece" (Personnel in the Libraries of Greece) (Alkmini Skandalis, Angelina Vaseou and Matina Tsafou, Greece). (THC)

Three distinct theories can be set forth for viewing intelligence: a "super-intellect theory" associated with the belief in innate ideas; a sensualistic theory that posits no intellectual role beyond synthesizing of sense-data; and a concept of intelligence as a power to abstract, judge, and reason. Many chronic and current educational problems can be traced to faulty conceptions of intelligence. This is especially true if the implications are examined of the abstractive view for educational purposes, instructional methods, curriculum, the choice of teachers and of students, the nature of knowledge, and other matters. Intellectual development on some scale is the proximate end of education; studies have shown that when material presented is meaningful to students, both learning and retention are more effective. This proximate goal has to a large degree been lost in contemporary society and education. (DS)

The relationship between teaching English to speakers of other languages and bilingual education is explored through three dimensions in language education: participants, channels, and codes. Language barriers to education can be found in each of these. As student participants become more numerous and more linguistically diverse, the educational system, geared for one language, falters. Participant teachers often do not speak the language of their students. The traditional channels for education (reading and writing), haven't considered the oral tradition of many children's pre-school education. The language code used in school, the standard dialect, is often not the variety used at home. To overcome these barriers, educators must: (1) recognize that the school does teach the child a new language or variety, (2) recognize that the learner is a fluent speaker of some language, (3) respect the value of the new variety being taught, (4) respect and strengthen mastery of the home variety or language and (5) ensure that the new curriculum and methods don't challenge or limit the respect due the old. (PMJ)

Existing Department of Technical and Further Education (TAFE) policy and practice in link courses are reviewed, and some proposals are made on the development of that policy. Issues or questions raised by these policies are juxtaposed with the presentation of link program policy. Chapter 1 considers the background of the link course program and defines the link program as being comprised of part-time courses usually conducted within a TAFE institution to offer secondary students a sample of a wide range of employment areas. Bases of operation for the link program are discussed in chapter 2. These include mutual commitment and mutual planning by secondary schools and TAFE institutions, use of exclusive resources, access to an adult learning environment, curriculum guidelines, cautions related to narrowing students' vocational options in link courses, counseling, and staff development. Chapter 3 focuses on data collection policy. The 1982 record-keeping situation is summarized; an assessment of commitment/cost is outlined, and a centralized transitional education record system is proposed. Chapter 4 addresses the priorities and responsibilities for financing. Appendixes include an interim link course policy and record-keeping forms. (YLB)

In 1995, the National Middle School Association published a position paper defining foundational characteristics of developmentally responsive middle schools and program components that would create the kind of schools young adolescents need and deserve. This book provides a comprehensive, whole vision of schooling for the middle grades and makes more practical and accessible the basic concepts set forth in the 1995 position paper. The chapters are: (1) "The Imperative to Act" (Thomas O. Erb); (2) "Educators Committed to Young Adolescents" (C. Kenneth McEwin and Thomas S. Dickinson); (3) "Developing and Implementing a 'Shared Vision'" (Sue Swaim); (4) "High Expectations for All" (John Arnold); (5) "Advisory: Advocacy for Every Student" (Ross M. Burkhardt); (6) "School, Family, and Community Partnerships" (Joyce L. Epstein); (7) "A Positive School Climate" (Marion Johnson Payne); (8) "Curriculum That Is Challenging, Integrative, and Exploratory" (Chris Stevenson); (9) "Varied Teaching and Learning Approaches" (Barbara L. Brodhagen); (10) "Assessment and Evaluation that Promote Learning" (Gordon F. Vars); (11) "Flexible Organizational Structures" (Deborah Kasak); (12) "Programs and Policies that Foster Health, Wellness, and Safety" (Jean Schultz); and (13) "Comprehensive Guidance and Support Services" (Sherrel Bergmann). All chapters contain references. (KB)

The Reinventing Agricultural Education for the Year 2020 initiative brought together a diverse group of people from across the nation to create a new vision for agriculture education. The group envisioned a system of agricultural education beginning in early childhood and continuing throughout life. The group examined agricultural education's heritage and resolved to take a proactive stance in planning its future. The mission formulated will prepare students for successful careers and a lifetime of informed choices in the global agriculture, food, fiber, and natural resource systems. The following goals were established: (1) an abundance of highly motivated, well-educated teachers in all disciplines, pre-kindergarten through adult, will provide agriculture, food, fiber, and natural resources education; (2) agricultural education leaders will provide instruction in the review, selection, adaptation, and use of appropriate educational technologies and teaching strategies to address the changing education environment; (3) all students will be conversationally literate in agriculture, food, fiber, and natural resources systems; and (4) partnerships and strategic alliances will ensure continuous education about agriculture, food, fiber, and natural resources systems. (The initiative's 36 steering committee and consortium leaders are listed.) (MN)

This paper focuses on statistical thinking as the third arm of statistical development. The paper opens with a survey of recent definitions of statistical thinking and then attempts to differentiate statistical thinking from statistical literacy and statistical reasoning. Implications for instruction are traced, emphasizing beginning courses for nonstatistics majors. Several suggestions are given to develop habits of statistical thinking in students. The final section of the paper suggests methods and concrete examples for assessing students' ability to think statistically. Literacy can be viewed as understanding and interpreting statistical information presented, and reasoning can be narrowly viewed as working through the tools and concepts in the statistics course. Statistical thinking enables the thinker to move beyond what is taught to question and investigate the issues and data involved. These suggestions are given for students developing the statistical thinking habit: (1) start from the beginning; (2) understand the statistical process as a whole; (3) always be skeptical; (4) think about the variables involved; (5) always relate the data to the context; (6) understand and believe the relevance of statistics; and (7) think beyond the textbook. To develop whether students are applying statistical thinking, problems should be designed to test student reflexes, thought patterns, and creativity in novel situations. (Contains 25 references.) (SLD)

The paper's first section discusses the connection between personalized reading and punctuation for young primary grade students, with some specific sentences and teaching ideas. Next, the paper describes 10 kinds of written work, done for specific purposes, that may be used with early primary students to emphasize this personalized connection. It outlines 7 basics of punctuation which students need to learn to use, to attain clarity in writing. Finally, the paper discusses 10 criteria from the psychology of learning which should be used in teaching punctuation to students. (SR)

This paper asserts that infant-toddler teachers, like preschool teachers, need to be cognizant of individual children's developmental levels, chronological ages, and general developmental stages, as well as infant-toddler theories and developmentally appropriate practice for infants and toddlers. In that spirit, the paper describes the purpose and general aspects of a developmentally appropriate infant-toddler curriculum. The paper then discusses the relationship between infant-toddler development theories (such as those of Erikson, Piaget, and Vygotsky) and infant-toddler curriculum planning. A list is then provided of general questions for caregivers to use as they create a curriculum plan. The paper's last section provides a reference list of suggested reading on infant-toddler theories, developmental stages, and activities. (Contains 11 references.) (EV)

This paper discusses video documentary as an alternative research method for exploring critical issues in education. The critical issues that are discussed are the in-school curriculum versus the nonschool curriculum, the devaluation and absence of the cultures of people of color, and the absence of student voice and alienation from the curriculum. Several examples of video documentaries are discussed. As education research continues to develop, it must cultivate a greater appreciation for the wisdom and experience of students and the quality they add to the understanding of their learning environments. Video documentary is one tool to bring this about. (Contains 55 references.) (SLD)

This paper focuses on curriculum and didactics, working from the premise that the European discourse of didactics is close to the emergent Anglo-American discourse of pedagogics. The paper begins with an argument about the convergence of didactic and pedagogical theory. It illustrates the endurance of European didactic thought, using examples from Spain. Five sections focus on: why didactics is not popular in the United Kingdom and United States; the overlap between pedagogy (as upbringing) and didactics (as schooling); the discourse of didactic thinking and applications in Spain; didaktika magna to applied didactics; and epistemological evolution in didactic analysis. The paper concludes that the recent history of didactic and pedagogic thought in Europe and North America is neither simple nor linear. Semantic, geographical, historical, political, and confessional differences are involved. The overall conclusion is that neither field is static, and there is no point in searching for the true pedagogics of didactics. It is better to understand them in their historical, geographical, and political contexts. (Contains 27 references.) (SM)

To follow a curriculum is to be inducted into a social order. From this perspective, curriculum practice has the intention to foster social identities. The visible curriculum and the hidden curriculum are rendered as inseparable. This paper discusses curriculum research in the United Kingdom, adopting the framework sketched above. The paper pays attention to the pre-figurative relationship that exists between curriculum and social structure. It assumes that courses of schooling foreshadow specific forms of social order, and, in turn, it recognizes that curriculum change has a functional relationship to changes in the social order. It also recognizes, however, that this functional relationship is problematic: curricula, like schooling, may work to maintain the social order, or they may operate to change the social order. But, the paper asks, "What is the social order and how does it operate at local, regional, national, European and global levels?" To explore these questions, the paper focuses on four areas of curriculum and practice: (1) the association of curriculum with social order; (2) the growth of curriculum federalism in the United Kingdom under the shadow of the fragile hegemony of the super-national state; (3) the advancement of new pedagogic identities as a means of injecting social justice into curriculum practice; and (4) the centralist promulgation of a school effectiveness ideology/discourse as a technology of professional and pedagogic differentiation. (Contains 43 references.) (BT)

A "regional order," let alone a "world order," will be very difficult to achieve. In fact, global disorder has persisted throughout the last century. This paper describes concerns about the existing world order and delineates some of the apparent alternatives. Problems involved in revitalizing civil society in order to counteract the market-dominated structures of global capitalism are outlined. Educational organizations and educational administration achieve their ends through the trafficking of culture and knowledge through three main message systems--curriculum, pedagogy, and assessment. Nation-states are obligated to: (1) exercise a proper care for their citizens; (2) guarantee the integrity of civil society; and (3) guarantee the integrity and operation of markets. The paper suggests that a more modest aim is needed--the negotiation of difference--rather than the construction of a new world order or even a new regional order. In this sense, educational administration is a social, political, and above all, a cultural act through which some of the operations and defenses of the nation-state are achieved. The role of the administrator is to provide circumstances under which the negotiation of difference can occur and to support the professional development of teachers upon which such negotiation depends. (Contains six references.) (LMI)

This paper looks at broad trends in education of the gifted and identifies elements that states should review and reconsider in terms of the current climate for educational reform. The 1972 Marland report is contrasted with the 1993 report of the U.S. Department of Education titled "National Excellence: A Case for Developing America's Talent;" Marland's exclusive focus on the education of the gifted and talented versus the later report's emphasis on excellence for all students is noted. This paper then identifies the following specific areas for state policy review, based on a review of documents from 49 states: (1) philosophy and rationale; (2) mandated services; (3) definitions of the gifted; (4) identification procedures; (5) programs for the gifted; and (6) differentiated curriculum and instruction. States are urged to accept the challenge offered by the "National Excellence" Report, reevaluate their policies, and consider changes recommended in this paper. (DB)

This paper argues that professional selling within the context of a marketing curricula in a business school should be described and practiced in a manner compatible with the marketing concept, which emphasizes satisfaction of consumers' needs. The paper looks at textbook approaches to sales presentations to determine their congruency with the marketing concept and buyer behavior. Analysis of a sample of 11 textbooks on professional selling shows that there are differences with regard to the way need satisfaction is treated across the various textbooks. Two customer need dimensions that are integral to the buying decision process include problem recognition and information needs. A prescription is offered for introducing students to a need-based approach to sales presentations which is compatible with the marketing concept. Students are challenged to view the sales interview as a customer need-centered process. An appendix offers specific findings related to each of the 11 textbooks analyzed. (Contains 30 references.) (JDD)

This analysis identifies six problems with the the popular terms "rigorous academic curriculum" and "academic rigor": they bear multiple meanings, they contain negative connotations, they are survivals from the discredited learning theory called mental discipline, they have more to do with status than substance, they refer to an over-narrow conception of curriculum, and they are imprecise--that is, by definition, the term "rigorous academic curriculum" is not an academically rigorous term. The paper concludes with a proposal to set new terms for students' school experiences, namely, a call for a "vigorous educative curriculum."

The National Policy on Education (NPE, 1986) of India proposed the National Curriculum Framework (NCF) as a means of evolving a national system of education, recommending a core component derived from the vision of national development enshrined in the constitution. The Kerala Curriculum Framework (KCF-2007) draws upon the National Curriculum Framework of 2005 (NCF - 2005) introduced critical pedagogy and issue based approach in education from the academic year 2008-09. While implementing a new approach in educational system, it requires a thorough research base for its success. Even though a lot of works have been conducted in critical pedagogy, majority were in adult learning; and researches in issue based approach are very less. In order to transact the new curricular approach in a successful manner, researches in issue based approach and critical pedagogy is to be encouraged. This paper tries to identify the researchable areas in issue based approach and critical pedagogy. Critical pedagogy should be perceived as pedagogy for existence or survival. Hence what is critical will be changed by age level, experience, subject of study, type of institutions, etc. Access, equity, and quality are the basic dimensions of any type of education. Conceptual analysis and prioritisation of competencies at each level is the basic issue to be resolved. Though access in terms of institutions is realized, access in terms of resources is not even estimated. The critical concepts required and pedagogy to attain that of elementary level child will be entirely different from that of secondary level pupil.

This paper offers arguments against some aspects of both the push toward a marketable curriculum and the extremes of student-centered teaching. The author uses as an example her own experiences teaching freshman composition telecourses at an off-campus location. The courses were offered at Inver Hills Community College, Minnesota, a small Midwestern college with a population of 4,900 students. Students at Inver Hills can choose from six community colleges in the area. Only 9% of students are of color, while 66% of students are female, and more than 30% of students are over the age of 25. The telecourse was an 8-week session that combined 4 weekly classroom hours with four hours of watching videos. The courses are meant to serve the needs of working adults, but the author argues that she felt too rushed, and wondered if the students had actually received or earned four credits worth of education. In addition, the off-campus site was inhospitable for a classroom situation. The Inver Hills program is supported by the League for Innovation in the Community College, a major proponent of the learning college movement. The author finds the learning acquired in these programs to be difficult to quantify. Additionally, the author argues that the emphasis on marketable curriculum may override the community college mission to provide general education that teaches students to think critically. (NB)

This paper proposes a learner-centered educational system, focusing on aspects that are intrinsically associated with the modern educational system, such as the curriculum, school community, parents, learners, and educational support personnel. It examines: primary level preparation (literacy, numeracy, and basic knowledge; examination and accountability; and complementary skills that enhance learning and character building, such as listening, study, memory, thinking, time management, multicultural, and social skills); high school level preparation, including preconceptual tests, the teacher and continuity, teacher training and subject specialization, sciences as separate disciplines in high school, integration of disciplines, learning as a sequential development, class size and subject rotation, textbooks, scientific literacy, mind tools, quality and quantity of information, the learning environment, and assessment; tertiary studies, which are designed to make teachers competent in using the medium of instruction and maximizing the knowledge of students in the chosen discipline; the teacher within the ideal curriculum (even in a learner centered classroom, education revolves around the teacher); the supervisor's role in learning; the parent-student relationship; brain development; the importance of good nutrition and a healthy lifestyle; positive attitudes; and the liaison with parents and the community. (Contains 36 references.) (SM)

Offering courses online is a big trend in today's teacher education. This new trend requires students' self development, achievement, and growth. This paper discusses courses that can be offered online and their criteria, and the quality of science courses and the standards they need to meet. (Contains 10 references.) (YDS)

Effective ethics training requires more than being knowledgeable about the code of ethics. Ethical decision-making requires higher order cognitive skills and an examination of personal values. Didactic course work establishes a foundation, but it must be supplemented with experiential activities that will provide the student with first-hand experience with ethical dilemmas, and by classroom discussions that expand cognitive awareness. It is important for students to have first-hand experience in working with contemporary ethical issues before they finish their graduate training. While ethical vignettes are one way to simulate clinical contexts, real life examples that place students in situations where they will personally experience ethical issues is recommended. Nine experiential teaching strategies that are appropriate for an ethics and professional issues course are discussed. Some suggestions include students completing a family genogram; developing a professional disclosure brochure; researching ethical decision-making models; and participating in a professional growth group. (Contains 11 references.) (JDM)

This document discusses the impact of educational technologies in higher education classrooms. It offers suggestions about using technology more effectively in the classroom, and suggests ways to improve teaching through the use of technology. Teachers can develop support systems for their efforts to implement technology, and can change classroom and personal practices that will enhance their effectiveness through the use of technology. Some of what technology promises is feasible, and teachers can use these technologies creatively. Computers can help students and teachers in practical ways; however, attention must be paid to the real needs of teachers and students. This paper encourages teachers to set up their classrooms in ways that will help their teaching and make their classroom lives more efficient and effective. Specific recommendations for doing so are offered. (HB)

This paper discusses how today's children must be prepared to meet the challenge of the information age, stressing the importance of cultivating the whole child and noting the teacher's role in this endeavor. The first section describes basic education in China, focusing on required schooling, the curriculum, textbooks, examinations, and moral education. The second section presents a view of education in the United States, focusing on the state of Massachusetts. The third section compares the two education systems, examining commonalities and disparities. The fourth section focuses on the cultivation of the whole child, which is one of the commonalities between the two countries. It discusses the cultivation of children's personal qualities (moral, psychological, physical, cultural, and professional) and cultivation of children's abilities, including the ability to learn and the ability to adapt in an ever-changing world. The accumulation and application of knowledge accompany the development of children's personal qualities and abilities. When children are trained to become people with high personal qualities and abilities, they are learning how to know and how to do. As their knowledge increases, their personal qualities and abilities also grow. (SM)

This paper develops a framework for understanding a reformed view of assessment, in which assessment plays an integral role in teaching and learning. The proposed model is consistent with current assessment reforms being advanced across many disciplines. Three background sections of the report describe: (1) curriculum and psychological theories that have shaped methods of instruction, conceptions of subject matter, and testing methods in the past; (2) a conceptual framework based on new theories and new relationships among curriculum, learning theory, and assessment; and (3) connections between classroom uses of assessment and external accountability systems. The fourth and fifth sections elaborate the model for classroom assessment based on social-constructivist principles, arguing for the substantive reform of assessment and its use in classrooms to support learning. The final section outlines the kinds of research studies that will be needed to help realize a reformed vision of classroom assessment. (Contains 6 figures and 186 references.) (SLD)

A central and repeated idea in education is the continuous need for change. This paper explores how to assess the ways change can be incorporated into the curriculum, and why stability is also important. The example of team teaching shows the way a concept may become accepted as a "fact" in spite of many weaknesses of the approach. Trends in education do not come and go rapidly, but fads do. Several examples are given of each, and suggestions are made for identifying what should be stable and what should be changed. Caution is recommended in adopting new ideas, but it is emphasized that educators must remain ready to accept changes that bring real benefits. The educator should stand firm until convinced that the reform is really headed in a positive direction. (Contains 12 references.) (SLD)

This paper outlines 22 principles of practice that serve as criteria by which to judge the developmental appropriateness of an early childhood curriculum. The principles lead to the assertion that young children as learners are greatly supported when a "project approach" is used--e.g., when their early childhood education experience includes opportunities for investigations of phenomena in their environments. Criteria of appropriateness of curricula and pedagogy are discussed, along with explanations of the developmental approach to curricula and teaching practices. The 22 principles of a project or developmental approach include: (1) taking into account those aspects of learning that change with the age and experience of the learner; (2) taking into account two equally important dimensions of development--normative and dynamic; and (3) children's dispositions to be interested, engaged, absorbed, and involved in intellectual effort are strengthened when they have ample opportunity to work on a topic or investigations over a period of time. (BGC)

This keynote address focuses on equity in science and mathematics education. The science and math achievement of minority and poor children are discussed from an instructional policy perspective with emphasis on who gets access to what knowledge. The discussion about the politics of knowledge acquisition involves a discussion of race, class, and gender and highlights the fact that even though there have been substantial gains, the fact remains that a student's status as minority or poor or female severely impairs that student's likelihood of acquiring a quality educational experience, particularly with regard to science and math. An analysis of data reveals that with respect to curriculum there are no substandard schools; however, there are significant differences in teacher qualifications and teacher attitudes. Compared to students not in poverty, students in poverty are more likely to have a science teacher who is either without certification at all or not certified in science and are more likely to be taught by teachers who have negative attitudes toward science and do not encourage students to do their best or to do homework. Personal reflections on life as a middle-school science teacher are presented along with a discussion of the goals and activities of the Georgia Initiative in Mathematics and Science (GIMS). (JRH)