Differences In Curriculum Research Articles

Limiting Opportunity: Student Race and Curricular Differences in Secondary Vocational Education

Revisionist educational historians have suggested that vocational education in secondary schools has been used primarily to segregate poor and minority students into occupational training programs to preserve the academic curriculum for white middle- and upper-class students. Using data collected about 25 secondary schools in the Study of Schooling sample, this study investigated whether a relationship existed between student race and ethnicity and differences in the scope and substance of vocational courses taken. Data analyzed included instructional resources devoted to vocational programs, number and types of courses offered, the content and format of courses, and the distribution of students from various racial and ethnic groups into vocational classes. Results indicate that, while there was no greater instructional emphasis on vocational education in all-nonwhite or mixed schools than in all-white schools, substantive differences both between and within schools' vocational programs resulted in marked...

Education in information science

AbstractThis report discusses the various approaches being taken to education in information science. It develops specific definitions of “information,” “information system,” and “information science” which serve to rationalize these approaches. The result is a common core of interest to which the variety of curricula can be related. The differences in curricula are exhibited in terms of the relative priority they will assign to different course offerings.

What a prosthodontist does

A mail survey of 320 diplomates of the American Board of Prosthodontics produced responses from 274. Of these, 196 reported one or more patient-related procedures on the survey day. The responses were analyzed by type of procedure and by prosthodontic classification of the problem (fixed, removable, or unclassified). More than 63 per cent of all prosthodontic time reported was classified in the category of removable prosthodontics. Virtually all prosthodontists surveyed (94.9 per cent) reported at least one procedure classified as removable prosthodontics. A majority (58.0 per cent) also reported one or more procedures classified as fixed prosthodontics. Unexpected concentrations of time and failures to produce expected concentrations of time were identified, and the implications for advanced education were discussed. Different patterns of time concentration in fixed and removable prosthodontics were also identified which suggest possible curricular differences for these subspecialties.

Curricular Differences in Selected Cognitive and Affective Characteristics1

Curricular Differences in Selected Cognitive and Affective Characteristics¹

Curricular differences in job incentive dimensions among college students.

Curricular differences in job incentive dimensions among college students.

Curricular differences in predicting scholastic achievement: applications to counseling.

Curricular differences in predicting scholastic achievement: applications to counseling.