Curriculum Revolution Research Articles

Curriculum Revolution: Community Building and Activism

Curriculum Revolution: Community Building and Activism

Reciprocal Learning Among Students in the Clinical Area

Reciprocal learning is a cooperative, collegial method in which there is mutuality of student to student or student to faculty interaction, assistance, and benefits. This teaching method is congruent with curriculum revolution concepts. The authors describe reciprocal learning and provide an example of its application in the clinical area. Guidelines for implementation of the strategy are presented.

Learning-as-testing: a Heideggerian hermeneutical analysis of the lived experiences of students and teachers in nursing.

The Curriculum Revolution, a major call for reform, is underway in nursing education. To shape future research and to develop and test alternative approaches it is imperative to understand and critique current practices in nursing education. This article serves a dual purpose. It presents an interpretive study on the lived experiences of students and teachers in testing and evaluating learning. It also serves as a forum to discuss issues and to evoke thinking about the need for alternative approaches in nursing education.

Curriculum Revolution: Community Building and Activism

Curriculum Revolution: Community Building and Activism

The Curriculum Revolution

The Curriculum Revolution

The Curriculum Revolution: Radical Re-Visioning of Nursing Education

The Curriculum Revolution: Radical Re-Visioning of Nursing Education

No Sire, It's a Revolution

In much the way 18th century France was ripe for a revolution, so are the two social systems within which we live and work: health care and higher education. In health care, too many are suffering so that a few might live lives of luxury. Higher education is structured so as to reproduce a social order of class privilege and patriarchal values. For a complex set of reasons, (some known to us, many more beyond our consciousness) we have chosen higher education and nursing education as our arena--as the place where we might contribute to the world order, to our society, to individuals and communities who are striving to be healthy. Our project, then, is to enable others so that they might enable still others: to teach and learn with our students who are our colleagues in creating a future; to teach and learn in caring ways that will serve as prototypes for caring communities. To those who would dismiss the curriculum revolution as a fad and those involved it as aging malcontents, I refer them to the diaries of Governor Morris, an American guest of Marie Antoinette who was at Versailles during the months before the fall of the Bastille on July 14, 1789: Yesterday, it was the Fashion at Versailles not to believe that there had been any disturbances at Paris. I presume this Day's Transactions will induce a Conviction that all is not perfectly quiet (Pernoud, 1960, p. 45).

Reflections on the Curriculum Revolution

For me, the curriculum revolution means opening up new possibilities for the ways in which we educate our students. It means a new consciousness about the place of nursing in responding to the health-care needs of our nation. It means coming to terms with the conflicts and contradictions that we as educators have felt for at least the last decade; these conflicts lie in our understanding of the crisis in health care and the demands on us to educate caring, critically thinking nurses who can safely practice in both today's world of high-tech disease care and tomorrow's world of true health care. The curriculum revolution means healing our wounds from the divisive issues of the past, and joining together in charting our future.

The Essence of the Curriculum Revolution: Emancipatory Teaching

The Essence of the Curriculum Revolution: Emancipatory Teaching

Associate Degree Nursing and Curriculum Revolution II

Associate Degree Nursing and Curriculum Revolution II

Toward a New Mainstream of Instruction for American Schools

The question of what should be the central focus for education is one that has increasingly been debated in the nation.1 In the 1970s, the general reaction to students' deficiencies led to renewed demand for a return to the basics of education and a refocusing on the three Rs. As interpreted by state legislators, the courts, and school systems, this demand resulted in a reversal of the educational trends of the 1960s-a change from open classroom and student-centered instruction to more traditional classroom and teacher-centered instruction, and a moving away from scientific inquiry models toward the test-driven curriculum and didactic teaching styles that were advocated prior to the curriculum revolution of the 1960s.2 The resulting curriculum of the current decade stresses minimum skills and continues to produce students who are unable to perform comprehension tasks sufficiently.3 Public education remains under fire from the press, from business and community leaders, and from legislators and parents.4 Xerox Corporation CEO David Kearns has stated that public edu-

The curriculum revolution: second thoughts.

During the past two decades, major changes have been taking place in the curricula of many medical schools in this country and throughout the world. Although individual approaches vary, the trend has been toward defining a core or body of basic information, both preclinical and clinical, to be taught in a limited period. This is assumed to represent the fundamental knowledge required by all physicians irrespective of their eventual fields of specialization, and is increasingly being taught as an interdisciplinary effort. The remaining time has been made available for a variety of elective offerings that enable students to satisfy individual . . .

Mathematics in Newton

The chairman of the mathematics department in a school that has been a leader in the cur riculum revolution says. "If we are not careful, we may get into a rut and teach the new math ematics in as sterile a way as we taught the traditional mathematics."