Curriculum Writers Research Articles

SCHOOLING FOR A NEW MYTHOS: RACE, ANTI‐SEMITISM AND THE CURRICULUM MATERIALS OF A NAZI RACE EDUCATOR

The formation and teaching of race biology and anti‐ Semitism represented one of the darkest legacies left by Nazi Germany to the history of education In the West. Alfred Vogel, a biology curriculum writer and elementary school principal in Baden during the Third Reich, published a series of racist and anti‐Semitic teaching charts in 1938 to accompany a teacher's textbook on race biology intended for the instruction of elementary pupils. Unlike numerous other race eugenists in the field of education, Vogel went beyond the textbook to create with artist Eberhard Brauchte a series of pedagogical images using the latest technology of the period in color printing. This study examines the significance of the Vogel collection within, the larger context of Nazi race education. A special emphasis is given to the anti‐Semitic aspects of Vogel's race pedagogy. The investigation offers the disturbing affirmation that school curriculum can all too easily be used to pervert science and advance racism under the evil ar...

Creating a Good Maths Learning Environment

As Lecturer and Curriculum Writer: Mathematics for the Anangu Teacher Education Program, I write to share some of the successes of a Maths workshop which I facilitated for the program’s Stage 3 students, 26 February to 2 March 1990.I have included a brochure for further information regarding the Anangu Teacher Education Program (ANTEP).

AIDS/HIV Education for Preservice Elementary Teachers

Professional preparation programs should provide future elementary teachers opportunities to develop competence in dealing with school-related AIDS issues. Curriculum writers and instructors of preservice elementary teachers could be more effective if they were aware of this groups' beliefs about school-related AIDS issues. A survey was conducted to assess the beliefs and opinions of preservice elementary teachers about school-related AIDS issues. Subjects (n = 157) generally agreed they would eventually have a child with AIDS in their classroom and agreed AIDS education should be included in the elementary grades, yet a substantial number did not believe they understood the basics about AIDS. Less than one-third indicated they knew how to clean up blood or body fluids safely. About one-third indicated they would feel personally threatened to teach a student with AIDS. These results are reflected in recommended AIDS educational content and resources for preservice elementary teachers and future research in this area.

The Australian Language Levels (ALL) project – a response to curriculum needs in Australia

Abstract The Australian Language Levels (ALL) Project is a national project funded jointly by the Curriculum Development Council, Canberra and the S.A. Education Department. It has been set up to develop an organizational framework and curriculum guidelines which will permit all those involved in language education (teachers, syllabus planners, advisers, curriculum writers) to work together to bring about curriculum renewal in language teaching in Australia. This paper examines the curriculum implications of the complexity of the language situation in Australia and the processes through which the ALL Project is responding to curriculum needs in the languages field on a national scale.

A comparison of the actual and preferred classroom learning environment in biology and chemistry as perceived by high school students

AbstractThe actual and preferred students perception of classroom learning environment was measured using a modified Hebrew version of the Learning Environment Inventory (L.E.I.). This version was content validated and analyzed for its reliability. This measure was administered among Chemistry (N = 1080) and Biology (N = 400) students and the perception of the actual and preferred learning environment was compared using multivariate analysis methods (Hotelling T2 and discriminant analysis). On the whole, significant differences were found between the two samples. It is suggested that these differences can be attributed to the different curricula and different instructional methods used in chemistry and in biology classes. It is suggested that the findings obtained in this study could serve both future science teachers and curriculum writers in the development and implementation of learning activities in the context of science curricula.

The Hidden Curriculum of Survival ESL

This article discusses a new genre in ESL materials—the increasingly popular survival texts designed for newly arrived adults. A wide range of selections from these texts is examined in light of the stated goals of curriculum writers, as well as the less obvious social implications of these materials. In view of the explicit concern with realistic context, texts are evaluated in terms of both how accurately they reflect the immigrants' reality and the extent to which they may shape that reality. Examination of excerpts reveals that frequently, neither the situational content nor the communicative structure of materials reflects authentic interaction. Furthermore, the texts often prepare students for subservient social roles and reinforce hierarchical relations within the classroom by precluding the creation of meaning and the development of critical thinking skills. Finally, Freire's (1981) distinction between problem-solving and problem-posing pedagogues is suggested as a framework for interpreting the shortcomings of the survival genre and for moving toward a more empowering mode of curriculum.

How Can Curricula Be Analyzed? The Case for History Syllabuses

MANY THOUSANDS OF HOURS a year are spent in many countries in drawing up specific subject syllabuses and general curriculum proposals. A common feature of such activities is a transposition of aims, objects or rationales with subject content and activities. Teachers have their own reasons, in many cases entirely respectable ones, for what they teach and how they teach it, but leave them largely unstated, sometimes because they are not fully conscious of them. Instead teachers' justifications are apt to be grounded in contingency. Many teachers and 'curriculum writers', deeply impressed by arrays of 'practical curriculum objectives' and of taxonomic hierarchies, seek to justify their subjects in terms of various desirable results which often follow from their pursuit, even though other subjects or activities might equally or better secure these contingent goods. As Robin Barrow (1976) justly observed of such a situation in the United Kingdom; 'by the end of exercise virtually every school subject that has ever been devised is shown to be justifiable in terms of more than one of the objectives' (pp. 35-36). A general method for avoiding this and some related forms of conceptual confusion is outlined here, with history as a specific example of how its principles can be applied. Experts in history teaching have engaged widely in the reversal of ends and means. In the United Kingdom the Schools Council 13-16 History Project Team claimed (1976) that adolescents possessed

How can Curricula be Analysed? The Case of History Syllabuses

Many thousands of hours a year are spent in many countries in drawing up specific subject syllabuses and general curriculum proposals. A common feature of such activities is a transposition of aims, objectives, or rationales with subject content and activities. Teachers with their own reasons, in many cases entirely respectable ones, for what they teach, and how they teach it, leave them largely unstated, sometimes because they are not fully conscious of them. Instead teachers’ justifications are apt to be grounded in contingency. Many teachers and ‘curriculum writers’, deeply impressed by arrays of ‘practical curriculum objectives’ and taxonomic hierarchies, seek to justify their subjects in terms of various desirable results which often follow from their pursuit, even though other subjects or activities might equally or better secure these contingent goods. As Robin Barrow (1976) justly observed of such a situation in the United Kingdom: ‘by the end of the exercise virtually every school subject that has ever been devised is shown to be justifiable in terms of more than one of the objectives’ (pp. 35–6). A general method for avoiding this and some related forms of conceptual confusion is outlined here, with history as a specific example of how its principles can be applied.

Research data necessary for meaningful review of grade ten high school genetics curricula

AbstractGrade 10 high school students' understanding of the mechanisms of inheritance was explored following a course of instruction. A partially standardized interview procedure was developed based on inheritance concepts and propositions which were considered necessary for an understanding of inheritance. Concepts and propositions that were understood, not understood, or misunderstood were identified. Analysis of interviews from 48 students revealed several important implications for science curriculum writers and science teachers of grade 10 genetics topics.

Science Teachers and Science‐Related Attitudes

Summaries English Science teachers’ perceptions of affective‐domainobjectives were gathered through interview procedures. A sample of teachers in Western Australian high schools were the subjects of the study. For the purpose of analysis, a distinction is drawn between attitudes to science (such as ‘enjoyment of science lessons’ and ‘interest in science') and scientific attitudes (such as ‘honesty in reporting data’and ‘tolerance of the views of others'). Analysis of teachers’ views revealed confusion and lack of clarity regarding these science‐related attitudes. However, it is argued that curriculum writers are no clearer in their views. It is suggested that a much clearer, more explicit justification for attitude objectives (of both kinds) needs to be made by curriculum writers. Science teachers need to be provided with greater assistance in clarifying the role of these attitude objectives, as well as assistance with techniques for their assessment.

Do teachers rate science attitude objectives as highly as cognitive objectives?

One of the more important changes in science curriculum development projects in recent years has been increased emphasis curriculum writers have given attitude objectives relative to cognitive objectives...

First aid for the curriculum writer

Three important steps in the development of a training curriculum are task analysis, identification of trainee needs, and setting program objectives. When client requirements force the elimination or short-changing of these steps, the curriculum writer can lessen potential problems in course development by making an informal needs assessment, identifying skill constants and variables, obtaining feedback for informal evaluation, and educating the client.

Science teachers and science related attitudes

Australian states, through their education departments, have traditionally produced centralised, prescriptive curricula, consisting mainly of a series of topics to be studied. More recently, curriculum documents have become less prescriptive: broad guidelines are provided, together with some suggestions for implementing the curriculum. In addition, curriculum writers have placed an increased emphasis on affective domain objectives relative to cognitive domain objectives, particularly in science education.

Putting the Mother Tongue Back into the Classroom: Esl and Bilingual Education in Micronesia

Although educators in Micronesia have attempted to educate their children bilingually for most of the thirty-three years of United States’ administration, this effort did not yield substantial results until the past five years. Because of the lack of educational problems which made full use of the children’s native language abilities, a good deal of education was ineffective. The major barrier to bilingual education was a result of the lack of mother tongue development. Until basic reference books and materials were developed and curriculum writers trained in the various Micronesian languages, bilingual education programs consisted of little more than ESL. Recent developments, including programs funded by Title VII, ESEA, have cleared the way for true bilingual education to be realized in Micronesia.

The Mathematics of Card Playing in an Aboriginal Community

The teaching of mathematics to Aboriginal children poses many difficulties for teachers. Aboriginal and non-Aboriginal teachers agree that many Aboriginal children are not making adequate progress in their development of mathematical understanding. The teaching of mathematics in Aboriginal communities is discussed in the Northern Territory Infants Curriculum (1974 : 119–123). After reviewing the outcomes of a desirable mathematics course the curriculum writers conclude that “many Aboriginal children do not manifest many of these outcomes at a level comparable with that obtained by European children”.John Gay and Michael Cole have written a very valuable book, The New Mathematics and an Old Culture, which examines the teaching of mathematics in a cross-cultural situation. They state that “... in order to teach mathematics effectively, we must know more about our students. In particular we must know more about the indigenous mathematics so that we can build effective bridges to the new mathematics we are trying to introduce.” (Gay and Cole, 1967:1)

Elementary and Middle School Children's Comprehension of Euclidean Transformations

A recurring question of interest to curriculum writers and mathematics educators is the following: “What geometry should be taught in the elementary and middle schools, at what age, and in what context?” Substantive recommendations for the inclusion of transformational geometry in the elementary and middle school curriculum have been made and are being implemented. However, there is a scarcity of research data on which to base these innovations. More specifically, little empirical evidence exists concerning the spatial capability of children with respect to Euclidean transformations. Hence, the present study was devised to investigate 9, 11, and 13 year-old children's comprehension of Euclidean transformations; that is, to investigate their ability to form a mental image of a planar figure, to perform a mental operation (a Euclidean transformation) on this representation, and then to construct the resultant in correct position.

Intrinsic Individual Differences: A Basis for Enhancing Instructional Programs

Individualizaron of instruction is often acclaimed as a desirable educational strategy, but the manner by which to implement this strategy has remained elusive. Part of the problem resides in the fact that individual differences among learners are complex and extremely diverse in nature. It is proposed that the most significant differences among people that are pervasive in learning situations are individual differences, or those that result from the interaction of unique biochemical and neurophysiological factors with each individual's unique socio historical background. The use of prototypic-learner models appears to give great promise for acknowledging these individual differences and for developing individualized instructional programs for typical classroom subject matter. THE FACT that individuals differ is seldom , disputed but typically ignored in psychological research as investigators continue their quest for general laws of learning. It is proposed here that this lack of attention for individual differences is especially pernicious in the conduct of meaning ful research in applied learning situations, given the assumption that the individual learner is, or should be, the ultimate concern in our educational settings. Differences among individuals in learn ing are therefore not to be conceived as solely due to dissimilarities in some unidimensional quality which reflects the efficiency of processing mech anisms, but rather they are to be considered as the result of various conditions of the learning situation interacting with idiosyncratic structures and mechanisms of the learner. (Learning in this discussion shall pertain to the acquisition and re tention of information or skills.) Most theories concerning instruction are satis fied if learning is enhanced in an overall sense with regard to group effects or interactions, with individual differences being ignored or partially cancelled out by means of experimental or statis tical controls. Variance which then occurs within these groups is generally attributed to experi mental error rather than, as the arguments in this paper will attempt to demonstrate, intrinsic indi vidual differences. The crux of the problem arises when some prac tical application to educational settings is at tempted, based upon the findings from basic research on learning variables. Most theories and discussions concerning instructions are con structed around the ideas, concepts, and experi mental findings available at that given point in time. Curriculum writers and teachers hold the not unreasonable expectation that these theories and discussions have some relevance for their own activities ; the expectation is that highly effective and theoretically sound sets of instructions can be generated, given the available evidence. This is a logical and recommended method of approach. The problem is, as a long history of these kinds of endeavors has clearly demonstrated, that this approach does not work very well. The instruc tions and methods generated from these theories and empirical data seem little or no better for the individual learner than whatever were used previously.

The Laissez-Faire Curriculum in the Democratic School

dents the opportunity of pursuing a selfdirected course of study or a research project, as a reward for mastering the set of skills defined by the department as requisite to its successful completion. In another approach, an individual teacher may allow her students to carry out a project in the last two weeks of the term, after they have covered the material prescribed by the textbook or by the department chairman. Independent study may even be institutionalized by textbook publishers and curriculum writers; one foundation, for example, is sponsoring the production of microcarded learning packages which call for the performance of quest activities after the student has met the behaviorally described objectives of a programmed set of lessons. The learning package is attractive in that it offers the student the chance

Some Comments by Arlene Payne

Dr. Eisner deals with an important problem: the frequent failure of formally stated objectives to provide a basis for other decisions about instruction. The solution implied is that teachers should be free to function as teachers without stating their objectives. Apparently this means that teachers should have some general direction in mind, but they need not formulate the desired outcomes in explicit terms. Such a solution would be welcomed by many teachers-it is not an easy task to clarify one's thoughts on the objectives of instruction and then use the objectives as a basis for other decisions. Although I do not agree that teachers should be excused from this task, my purpose here is to comment on Eisner's interpretations of curriculum theory. (It should be noted that the solution mentioned above is only implied by the article. In the latter part of the article the question is not whether objectives should be stated but where this step belongs in the process of curriculum development.) The article focuses attention on a problem that Eisner believes exists because of limitations in theory. It is certainly possible that curriculum theory or rationale could be improved to provide better guidance in the selection and use of educational objectives. However, the particular limitations given in the article are supported by some questionable interpretations of earlier curriculum writers. If the purpose is to improve curriculum theory, these interpretations should be examined. In the following discussion, the Tyler and Herrick references are the same as those cited in the article; I have assumed these to be the principal sources of the curriculum theory to which Eisner refers.