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This booklet is both a teacher's manual and a student's manual in a series of booklets that make up the core of a Physical Science course designed for the freshman year of college and used by teachers in the 27 colleges participating in the Thirteen College Curriculum Program. This program is a curriculum revision project in support of 13 predominantly Negro colleges and reflects educational research in the area of disadvantaged youth. This unit investigates the behavior of gases using the gas laws as an example of empirical relationships and the kinetic theory as an example of a microscopic model. Experiments are provided to illustrate the major concepts. (MLH)

Piaget's concepts of knowledge seen as a result of active interaction between the child and his environment, and motivation, seen as intrinsic to intellectual functioning, have implications for the development of preschool programs. A preschool program must be action-oriented if the child is to learn to "know" and must offer an environmental setting that facilitates the modification of intelligence. The particular characteristics of preoperational children make them especially attuned to the use of the following conditions and materials in preschool programs: (1) the use of materials that help the child build feelings of competency and that center on him; (2) opportunities and time for the child to repeat actions meaningful to him and to order his actions within an environment complex enough to make intellectual demands upon him; (3) provision for play wherein he may adapt his play to satisfy his purposes; (4) materials used to represent the child's concrete experiences-wood, clay, music, reading aloud; and (5) provision for functional situations wherein he can engage in a range of mental actions. (KM)

This study addresses the compromise skills that are taught to students diagnosed with autistic spectrum disorders (ASD) and related social and communication deficits. A private school in the southeastern United States implemented an emergence theory-based curriculum to address these skills, yet no formal analysis was conducted to determine its effectiveness. Guided by cognitive development and constructivist theories, a concurrent, mixed methods, case study design was used to investigate the impact of this curriculum on teaching compromise skills to middle school students with ASD and related deficits. For the qualitative sequence, teacher observations and compromise interventions from eight participants were open coded and analyzed thematically. The frequency of each thematic occurrence was analyzed using descriptive statistics. For the quantitative sequence, an ANCOVA and descriptive statistics were used to analyze posttest scores between a treatment group that used emergence theory-based curriculum and a control group, while controlling for pretest scores. Three most frequently occurring themes emerged regarding teachers' need (a) to understand the cognitive deficits exhibited by students, (b) for further instruction in emergence theory-based curriculum, and (c) for opportunities to plan lessons together using emergence theory. Moreover, the ANCOVA revealed a significant interaction between the pretest scores and the curriculum used. This study indicated that importance for remediating cognitive deficits related to compromise within the population of students with ASD and improving educator understanding and success in working with this student population.

“First Book” is promoting these videos and have partnered w/ Pizza Hut & “Empowering Educators” to bring Critical Race Theory curriculum to the classroom. First Book is sponsored by Disney & Ryan Seacrest. The amount of corporate sponsorship behind CRT “education” is staggering https://t.co/f0PR0RPDLA Source: https://twitter.com/mythinformedmke/status/1401595122853294081 Uploader: Mythinformed MKE

“First Book” is promoting these videos and have partnered w/ Pizza Hut & “Empowering Educators” to bring Critical Race Theory curriculum to the classroom. First Book is sponsored by Disney & Ryan Seacrest. The amount of corporate sponsorship behind CRT “education” is staggering https://t.co/f0PR0RPDLA Source: https://twitter.com/mythinformedmke/status/1401595122853294081 Uploader: Mythinformed MKE

“First Book” is promoting these videos and have partnered w/ Pizza Hut & “Empowering Educators” to bring Critical Race Theory curriculum to the classroom. First Book is sponsored by Disney & Ryan Seacrest. The amount of corporate sponsorship behind CRT “education” is staggering https://t.co/f0PR0RPDLA Source: https://twitter.com/mythinformedmke/status/1401595122853294081 Uploader: Mythinformed MKE

The main purpose of this paper is to investigate the critical theory of Horkheimer and P4C program in order to present a program for incorporating critical thinking in social studies curriculum. The main question of the study concerns the important capacities of the two approaches for incorporating critical thinking in social studies curriculum. Using a mixed-methods desgin, the foundations and principles of the curriculum were formulated, and then through the application of deductive methodology the major themes were identified and presented. The results of the study illustrated that deduction of foundations rest on four aspects called ontology, anthropology, epistemology and axiology taking into account the the afore-mentioned theoretical approaches and the hard core is P4C program. In this paper was argued that the goals of the curriculum originate from the goals underlying the two approaches which include the following: educating activist citizen, educating personal and social responsibility morale, attaining the ability for establishing true social relationships, develping the ability of conscious and logical criticism of social acts, developing the ability of judging the aims and functions of social institutes, and developing comprehensive thinking orientations in idenfigying social problems. Also, the following seven essential themes in the curriculum were presented: recognition of basic social concepts, awareness of the reason why these concept should be explicit, getting to know effective social institutes, identification of effective social factors, recognition of natural and unnatural factors influencing the destiny of society, getting to know criteria and their functions, and distinguishing between personal and social aims.

This paper focuses on the changes in power and control relations in the Swedish society as they relate to issues of curriculum theory and research. Two issues in particular are discussed: (1) why Marxist research is still necessary and to what purpose; and (2) some current taks and problems for Marxist research on curriculum and schooling. (SI)

This is a guide for instructors in community, junior, and four-year colleges who are not trained extensively in the field of linguistics but who are interested in designing an introductory course in language and linguistics. Among the variables that may affect the nature of the course are the students' and the instructor's backgrounds and interests, the institution, and the disciplines chosen for inclusion in the scope of the course, such as anthropology, psychology, and sociology. The content of an introductory course on language and linguistics should provide a dual focus: (1) presentation of the basic structure of languages; and (2) exploration of a wide variety of questions, issues, and concerns with respect to the roles of language in our lives. A sample syllabus for this content is provided, grouping the material under the following divisions: (1) views of language; (2)morphology; (3) phonology; (4) writing systems; (5) syntax; (6) semantics and pragmatics; (7) language change and variation; (8) language learning; (9) language in education; and (10) overview. A selected, annotated bibliography of materials and resources completes the volume. (Author/AM)

How does one create a class where the theoretical concepts emerge through classroom practice and engagement? This is the question that Mariaelena posed to herself when taking over the position of Director of the Interpersonal Communication course at the University of South Florida. In this essay we describe how we worked through a new way of teaching--and doing--interpersonal communication that captures Carey's (1989) focus on the centrality of process over product. We did so by way of some important tools of what is alternatively known as critical or process pedagogy (e.g., Elbow, 1986; 2013): an interpersonal dynamic that includes ongoing grading, writing to learn, and the portfolio method. This semester-long, process-oriented portfolio assignment is effective and beneficial because it facilitates an important shift in the power dynamic of the classroom by disrupting students' expectations for evaluation and shifting the learner's orientation from product to process. We share our portfolio method because we believe it can be adapted to fit the unique cultures and needs of other humanities and social sciences courses, instructors, and institutions.

xviii, 459 p. 24 cm

Calls for decolonisation are resonating in universities across the globe today. The most dramatic instance has been the Rhodes Must Fall movement in South Africa, which helped catalyze protests around decolonising education in that country as well as activism in the UK. Our focus is on one particular aspect of today's demand to decolonise the university: the curriculum. This opening session will ask why the demand for decolonisation is being heard so widely in universities today, what its politics and possibilities are at present in the UK, and what place decolonising the curriculum has in these broader demands for decolonising the university. To explore these themes, we bring together three scholars who have been involved in decolonising the curriculum, knowledge production, and the university in different ways. The panel will be followed by an open discussion to help set the agenda for the series of workshops and seminars in the year ahead.

Integration of academic and vocational curricula is missing from most American classrooms because integration that is rigorous, authentic, and sustained is much more difficult than most advocates imagine. The difficulty arises because teachers must do the following: keep integration sharply focused on clear, well-defined educational objectives; find legitimate applications that really excite students; and be able to meet the demands of time, expertise, and resources that are beyond the reach of most teachers. Academic and vocational curriculum should be integrated to increase student achievement, especially for those students who have not fared well in the traditional curriculum, and to benefit all students. Whatever form integration takes, it should begin by clearly specifying the educational goals: clearly targeted, well-defined educational objectives; use of academic and industry skill standards to direct integrated learning; and teachers who remain focused on primary learning objectives, so that any decisions to temporarily diverge from these aims are made consciously, explicitly, and with a better understanding of the costs of the benefits. Requiring increasing degrees of planning, coordination, and commitment, the four different forms of integration for teachers to consider are as follows: course-level integration, cross-curriculum integration, programmatic integration through career clusters and industry majors, and schoolwide integration, such as academies and other models. (Contains 25 references.) (YLB)

Integration of academic and vocational curricula is missing from most American classrooms because integration that is rigorous, authentic, and sustained is much more difficult than most advocates imagine. The difficulty arises because teachers must do the following: keep integration sharply focused on clear, well-defined educational objectives; find legitimate applications that really excite students; and be able to meet the demands of time, expertise, and resources that are beyond the reach of most teachers. Academic and vocational curriculum should be integrated to increase student achievement, especially for those students who have not fared well in the traditional curriculum, and to benefit all students. Whatever form integration takes, it should begin by clearly specifying the educational goals: clearly targeted, well-defined educational objectives; use of academic and industry skill standards to direct integrated learning; and teachers who remain focused on primary learning objectives, so that any decisions to temporarily diverge from these aims are made consciously, explicitly, and with a better understanding of the costs of the benefits. Requiring increasing degrees of planning, coordination, and commitment, the four different forms of integration for teachers to consider are as follows: course-level integration, cross-curriculum integration, programmatic integration through career clusters and industry majors, and schoolwide integration, such as academies and other models. (Contains 25 references.) (YLB)

AN EXPLANATION OF THE THEORY OF DEEP STRUCTURE AS IT SERVES TO DESCRIBE THE ENGLISH LANGUAGE SIMPLY, CONSISTENTLY, AND COMPLETELY CONSTITUTES THIS LANGUAGE UNIT FOR 11TH-GRADERS. PRESUPPOSING THE STUDENT'S KNOWLEDGE OF PHRASE STRUCTURE AND TRANSFORMATION RULES, THE CONCEPT OF DEEP STRUCTURE IS ILLUSTRATED IN THE IMPERATIVE AND PASSIVE SENTENCE FORMS, AND EXERCISES ARE PROVIDED FOR STUDENT PRACTICE IN NOTING THE DERIVATIONS OF AND THE RELATIONSHIPS AMONG SUCH SENTENCES. BRIEF SECTIONS DEAL WITH NOMINALIZATIONS, AMBIGUITIES, AND DELETIONS IN THE THEORY OF DEEP STRUCTURE. SEE ALSO ED 010 129 THROUGH ED 010 160, ED 010 803 THROUGH ED 010 832, TE 000 195 THROUGH TE 000 220, AND TE 000 227 THROUGH TE 000 249. (RD)

The paper describes a Virginia career education project tested in 1974-5 at 10 field sites with sixth through ninth grade students. The simulation-based curriculum, Careers and You, takes a clusters approach to career orientation. Designed for a total school year, the curriculum repeats its sequence of phases so that each is emphasized twice. The phases are: (1) self, (2) work mode, (3) occupational clusters, and (4) educational planning. Once students have identified personality characteristics in general which have a bearing upon work selection, and their own in particular, they look intensely at the work modes appropriate to various personalities, guided by Holland's six work environments: realistic, social, creative, enterprising, intellectual, and conventional. The second and third phases of the course involve youth in simulating each work mode; the third phase uses the 15 USOE occupational clusters as a vehicle and involves youth in discovering the frequency of the various work modes throughout the world of work. Time is given at midyear for educational planning, and during the final weeks of the course, long-term goals and alternate career paths are identified. Base-line and process data have been gathered; the project's third year will be spent in product evaluation. (AJ)

The paper describes a Virginia career education project tested in 1974-5 at 10 field sites with sixth through ninth grade students. The simulation-based curriculum, Careers and You, takes a clusters approach to career orientation. Designed for a total school year, the curriculum repeats its sequence of phases so that each is emphasized twice. The phases are: (1) self, (2) work mode, (3) occupational clusters, and (4) educational planning. Once students have identified personality characteristics in general which have a bearing upon work selection, and their own in particular, they look intensely at the work modes appropriate to various personalities, guided by Holland's six work environments: realistic, social, creative, enterprising, intellectual, and conventional. The second and third phases of the course involve youth in simulating each work mode; the third phase uses the 15 USOE occupational clusters as a vehicle and involves youth in discovering the frequency of the various work modes throughout the world of work. Time is given at midyear for educational planning, and during the final weeks of the course, long-term goals and alternate career paths are identified. Base-line and process data have been gathered; the project's third year will be spent in product evaluation. (AJ)

Decolonising the Study of Indian development: Three Approaches Considered and One ProposedSubir Sinha (SOAS)Ananya Mishra (University of Cambridge)Mahvish Ahmed (University of Cambridge)

Decolonising the Study of Indian development: Three Approaches Considered and One ProposedSubir Sinha (SOAS)Ananya Mishra (University of Cambridge)Mahvish Ahmed (University of Cambridge)

This article is from Journal of Multidisciplinary Healthcare , volume 7 . Abstract Background: Health care workforce shortages and an increase demand for health care services by an older demographic challenged by oral–systemic conditions are being recognized across health care systems. Demands are placed on health care professionals to render coordinated delivery of services. Management of oral–systemic conditions requires a trained health care workforce to render interprofessional patient-centered and coordinated delivery of health care services. The purpose of this investigation was to evaluate the effectiveness of an interprofessional health care faculty training program. Methods: A statewide comprehensive type 2 diabetes training program was developed and offered to multidisciplinary health care faculty using innovative educational methods. Video-recorded clinically simulated patient encounters concentrated on the oral–systemic interactions between type 2 diabetes and comorbidities. Post-encounter instructors facilitated debriefing focused on preconceptions, self-assessment, and peer discussions, to develop a joint interprofessional care plan. Furthermore, the health care faculty explored nonhierarchical opportunities to bridge common health care themes and concepts, as well as opportunities to translate information into classroom instruction and patient care. Results: Thirty-six health care faculty from six disciplines completed the pre-research and post-research assessment survey to evaluate attitudes, knowledge, and perceptions following the interprofessional health care faculty training program. Post-training interprofessional team building knowledge improved significantly. The health care faculty post-training attitude scores improved significantly, with heightened awareness of the unique oral–systemic care needs of older adults with type 2 diabetes, supporting an interprofessional team approach to care management. In addition, the health care faculty viewed communication across disciplines as being essential and interprofessional training as being vital to the core curriculum of each discipline. Significant improvement occurred in the perception survey items for team accountability and use of uniform terminology to bridge communication gaps. Conclusion: Attitude, knowledge, and perceptions of health care faculty regarding interprofessional team building and the team approach to management of the oral–systemic manifestations of chronic disease in older adults was improved. Uniform language to promote communication across health professionals, care settings, and caregivers/patients, was noted. Interprofessional team building/care planning should be integrated in core curricula.

Curriculum Theory Network 1975: Volume 5 , Issue Index. Digitized from IA1532708-01 . Previous issue: sim_curriculum-inquiry_1975_4_4 . Next issue: sim_curriculum-inquiry_1975_5_1 . Note: This issue has no cover

Curriculum Theory Network 1968 - 1971: Volume None , Issue Index. Digitized from IA1532708-01 . Next issue: sim_curriculum-inquiry_summer-1968_1 . Note: This issue has no cover

1983

1983

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and instructors are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Welding Theory and Applications curriculum is designed to prepare the students for entry level employment in the field of welding and fabrication. Students in Welding I complete study in occupational orientation and safety, basic math, introduction to blueprints (welding symbols), hand and power tools, Oxy/Fuel operations, and shielded metal arc welding (SMAW). Students in Welding II complete study in occupational orientation and safety, advanced shielded metal arc welding (SMAW), semi-automatic arc welding [gas metal arc welding and flux-cored arc welding (GMAW/FCAW), gas tungsten arc welding (GTAW), carbon arc cutting principles and practices (CAC-A), plasma arc cutting (PAC), and employability skills. The welding competencies required in this curriculum were developed to coincide with Contren Core/Welding I and II. The contributions of this resource are hereby acknowledged. Certification by the National Center for Construction Education and Research (NCCER): This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and instructors are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Welding Theory and Applications curriculum is designed to prepare the students for entry level employment in the field of welding and fabrication. Students in Welding I complete study in occupational orientation and safety, basic math, introduction to blueprints (welding symbols), hand and power tools, Oxy/Fuel operations, and shielded metal arc welding (SMAW). Students in Welding II complete study in occupational orientation and safety, advanced shielded metal arc welding (SMAW), semi-automatic arc welding [gas metal arc welding and flux-cored arc welding (GMAW/FCAW), gas tungsten arc welding (GTAW), carbon arc cutting principles and practices (CAC-A), plasma arc cutting (PAC), and employability skills. The welding competencies required in this curriculum were developed to coincide with Contren Core/Welding I and II. The contributions of this resource are hereby acknowledged. Certification by the National Center for Construction Education and Research (NCCER): This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and instructors are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Welding Theory and Applications curriculum is designed to prepare the students for entry level employment in the field of welding and fabrication. Students in Welding I complete study in occupational orientation and safety, basic math, introduction to blueprints (welding symbols), hand and power tools, Oxy/Fuel operations, and shielded metal arc welding (SMAW). Students in Welding II complete study in occupational orientation and safety, advanced shielded metal arc welding (SMAW), semi-automatic arc welding [gas metal arc welding and flux-cored arc welding (GMAW/FCAW), gas tungsten arc welding (GTAW), carbon arc cutting principles and practices (CAC-A), plasma arc cutting (PAC), and employability skills. The welding competencies required in this curriculum were developed to coincide with Contren Core/Welding I and II. The contributions of this resource are hereby acknowledged. Certification by the National Center for Construction Education and Research (NCCER): This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and instructors are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Welding Theory and Applications curriculum is designed to prepare the students for entry level employment in the field of welding and fabrication. Students in Welding I complete study in occupational orientation and safety, basic math, introduction to blueprints (welding symbols), hand and power tools, Oxy/Fuel operations, and shielded metal arc welding (SMAW). Students in Welding II complete study in occupational orientation and safety, advanced shielded metal arc welding (SMAW), semi-automatic arc welding [gas metal arc welding and flux-cored arc welding (GMAW/FCAW), gas tungsten arc welding (GTAW), carbon arc cutting principles and practices (CAC-A), plasma arc cutting (PAC), and employability skills. The welding competencies required in this curriculum were developed to coincide with Contren Core/Welding I and II. The contributions of this resource are hereby acknowledged. Certification by the National Center for Construction Education and Research (NCCER): This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and instructors are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Welding Theory and Applications curriculum is designed to prepare the students for entry level employment in the field of welding and fabrication. Students in Welding I complete study in occupational orientation and safety, basic math, introduction to blueprints (welding symbols), hand and power tools, Oxy/Fuel operations, and shielded metal arc welding (SMAW). Students in Welding II complete study in occupational orientation and safety, advanced shielded metal arc welding (SMAW), semi-automatic arc welding [gas metal arc welding and flux-cored arc welding (GMAW/FCAW), gas tungsten arc welding (GTAW), carbon arc cutting principles and practices (CAC-A), plasma arc cutting (PAC), and employability skills. The welding competencies required in this curriculum were developed to coincide with Contren Core/Welding I and II. The contributions of this resource are hereby acknowledged. Certification by the National Center for Construction Education and Research (NCCER): This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and instructors are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Welding Theory and Applications curriculum is designed to prepare the students for entry level employment in the field of welding and fabrication. Students in Welding I complete study in occupational orientation and safety, basic math, introduction to blueprints (welding symbols), hand and power tools, Oxy/Fuel operations, and shielded metal arc welding (SMAW). Students in Welding II complete study in occupational orientation and safety, advanced shielded metal arc welding (SMAW), semi-automatic arc welding [gas metal arc welding and flux-cored arc welding (GMAW/FCAW), gas tungsten arc welding (GTAW), carbon arc cutting principles and practices (CAC-A), plasma arc cutting (PAC), and employability skills. The welding competencies required in this curriculum were developed to coincide with Contren Core/Welding I and II. The contributions of this resource are hereby acknowledged. Certification by the National Center for Construction Education and Research (NCCER): This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and instructors are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Welding Theory and Applications curriculum is designed to prepare the students for entry level employment in the field of welding and fabrication. Students in Welding I complete study in occupational orientation and safety, basic math, introduction to blueprints (welding symbols), hand and power tools, Oxy/Fuel operations, and shielded metal arc welding (SMAW). Students in Welding II complete study in occupational orientation and safety, advanced shielded metal arc welding (SMAW), semi-automatic arc welding [gas metal arc welding and flux-cored arc welding (GMAW/FCAW), gas tungsten arc welding (GTAW), carbon arc cutting principles and practices (CAC-A), plasma arc cutting (PAC), and employability skills. The welding competencies required in this curriculum were developed to coincide with Contren Core/Welding I and II. The contributions of this resource are hereby acknowledged. Certification by the National Center for Construction Education and Research (NCCER): This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)

This paper reports a project being conducted in collaboration with teachers and administrators in an elementary school in an affluent suburban school district. The purpose of the project is to formulate a theory of curriculum change that will be useful to people in the school, the school district, and the community interested in intensifying the integration of computer technology in the teaching of various subjects in the school. The central hypotheses highlight the importance of teachers and student learning as powerful factors in the success or failure of the computer integration effort. In summary, while there are many potential self-reinforcing loops which could be harnessed to generate growth in the use of computer for instruction in the elementary school under analysis, growth is ultimately bounded by financial constraints related to the willingness of the community to bear the tax burden and by the willingness of teachers to put in the preparation time required to take advantage of the potential of computer instruction to enrich and individualize instruction. A list of factors influencing the integration of computer technology into instruction is appended. (AEF)

This paper reports a project being conducted in collaboration with teachers and administrators in an elementary school in an affluent suburban school district. The purpose of the project is to formulate a theory of curriculum change that will be useful to people in the school, the school district, and the community interested in intensifying the integration of computer technology in the teaching of various subjects in the school. The central hypotheses highlight the importance of teachers and student learning as powerful factors in the success or failure of the computer integration effort. In summary, while there are many potential self-reinforcing loops which could be harnessed to generate growth in the use of computer for instruction in the elementary school under analysis, growth is ultimately bounded by financial constraints related to the willingness of the community to bear the tax burden and by the willingness of teachers to put in the preparation time required to take advantage of the potential of computer instruction to enrich and individualize instruction. A list of factors influencing the integration of computer technology into instruction is appended. (AEF)

The study of curriculum may be characterized as an inquiry into the range of ways in which the subject matters of teacher, student, subject, and milieu can be seen. A review of the literature indicates that curriculum theory has been under development for several years. However, considerable research and conceptual formulation must be done to define the specific variables of the field adequately and to integrate them into a discipline of "curriculum," sufficiently identified for theoretical analysis and recognition as an academic subfield. A number of suggestions are made toward the development of curriculum theory, particularly concerning the practical relationships of curriculum to the four-part framework of students, teachers, subject matters, and milieux. (JK)

Bibliographical references included in "On extended readings" (p. 471-481)

The philosophy, objectives, and assignments and projects of Ohio University's introductory course in organizational communication and its practicum in organizational communication are described in this paper. After presenting a brief overview of the undergraduate curriculum at the university and its relation to organizational communications, the paper discusses the philosophy and four representative objectives of the introductory course: (1) to establish a firm understanding of theories useful for explaining communication processes in the organizational context; (2) to specify the communication activities of organizations and provide an understanding of the expectations organizations may have for these activities; (3) to develop the capacity to apply theoretical explanations to organizational settings; and (4) to encourage students to criticize theories for their inadequacies, then develop their own alternative explanations. The remainder of the paper explains the philosophy and objectives of the senior practicum, which includes familiarizing students with organizational processes in a real organization, enabling students to assume organizational roles that mirror actual experience, providing students with the means to demonstrate the extent to which they understand organizational concepts, helping them progress in the application of the skills and knowledge learned in other courses, and providing the capstone experience in the organizational communication major's career. (CRH)

This document is a practicum designed to respond to concerns from both parents and staff about the duplication of instructional topics or themes in more than one grade, while other topics were not covered at all. The development of a predictable core curriculum framework for grades K-5 was one of several goals of this project to provide a predictable and consistent presentation of both science and social studies content. This report describes a committee's development of a skeleton of core topics in science and social studies. These topics were mandated to be presented at each grade level to provide predictability and consistency for instructional staff and parents. The committee developed learner or student outcomes for each of the topic areas, identifying specific content, processes and values that were believed to be prerequisites for education in the 21st century. Exemplary integrated interdisciplinary units utilizing multiple intelligence theory as their foundation were developed and acquired on some of these core topics as well as others for teachers to use for collaborative instruction and assessment. Analysis of the data revealed that the minimal core curriculum for science and social studies in the elementary grades was positively accepted by community members, parents, staff, and administration. (DK)

A THEORETICAL FRAMEWORK AND GUIDELINES FOR SCIENCE CURRICULUM DEVELOPMENT ARE PRESENTED IN THIS VOLUME. THE BOOKLET CONSISTS OF THREE SECTIONS PLUS AN APPENDIX. IN THE FIRST SECTION A SCIENCE EDUCATOR PROPOSES A PLAN FOR SCIENCE TEACHING COMPATIBLE WITH THE NATURE OF SCIENCE, CULTURAL CHANGES, AND THE EXPANDING BODY OF KNOWLEDGE. THE CHOICE OF INSTRUCTIONAL MATERIALS FOR TEACHING CONCEPTUAL SCHEMES AND SCIENTIFIC SKILLS IS DISCUSSED. THE SECOND SECTION OF THE VOLUME IS A COMMITTEE REPORT CONTAINING A LIST OF SEVEN CONCEPTUAL SCHEMES OF SCIENCE AND A LIST OF FIVE MAJOR CONSTITUENTS OF THE SCIENTIFIC PROCESS. EACH LISTED ITEM IS DISCUSSED. PLANS AND SUGGESTIONS FOR A LOCAL ACTION PROGRAM TO FOSTER CURRICULUM DEVELOPMENT CONSTITUTE THE THIRD SECTION OF THE BOOKLET. THE ESSENTIAL COMPONENTS FOR A LOCAL ACTION PROGRAM ARE LISTED. TWELVE GUIDELINES FOR DEVELOPING A COORDINATED K-12 PROGRAM ARE ALSO LISTED AND DISCUSSED. THE APPENDIX INCLUDES THE NATIONAL SCIENCE TEACHERS ASSOCIATION POSITION ON CURRICULUM DEVELOPMENT IN SCIENCE AND A BIBLIOGRAPHY. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL SCIENCE TEACHERS ASSOCIATION, 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036, FOR $1.50. THE STOCK NUMBER IS 471-14282. (RS)

A THEORETICAL FRAMEWORK AND GUIDELINES FOR SCIENCE CURRICULUM DEVELOPMENT ARE PRESENTED IN THIS VOLUME. THE BOOKLET CONSISTS OF THREE SECTIONS PLUS AN APPENDIX. IN THE FIRST SECTION A SCIENCE EDUCATOR PROPOSES A PLAN FOR SCIENCE TEACHING COMPATIBLE WITH THE NATURE OF SCIENCE, CULTURAL CHANGES, AND THE EXPANDING BODY OF KNOWLEDGE. THE CHOICE OF INSTRUCTIONAL MATERIALS FOR TEACHING CONCEPTUAL SCHEMES AND SCIENTIFIC SKILLS IS DISCUSSED. THE SECOND SECTION OF THE VOLUME IS A COMMITTEE REPORT CONTAINING A LIST OF SEVEN CONCEPTUAL SCHEMES OF SCIENCE AND A LIST OF FIVE MAJOR CONSTITUENTS OF THE SCIENTIFIC PROCESS. EACH LISTED ITEM IS DISCUSSED. PLANS AND SUGGESTIONS FOR A LOCAL ACTION PROGRAM TO FOSTER CURRICULUM DEVELOPMENT CONSTITUTE THE THIRD SECTION OF THE BOOKLET. THE ESSENTIAL COMPONENTS FOR A LOCAL ACTION PROGRAM ARE LISTED. TWELVE GUIDELINES FOR DEVELOPING A COORDINATED K-12 PROGRAM ARE ALSO LISTED AND DISCUSSED. THE APPENDIX INCLUDES THE NATIONAL SCIENCE TEACHERS ASSOCIATION POSITION ON CURRICULUM DEVELOPMENT IN SCIENCE AND A BIBLIOGRAPHY. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL SCIENCE TEACHERS ASSOCIATION, 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036, FOR $1.50. THE STOCK NUMBER IS 471-14282. (RS)

A THEORETICAL FRAMEWORK AND GUIDELINES FOR SCIENCE CURRICULUM DEVELOPMENT ARE PRESENTED IN THIS VOLUME. THE BOOKLET CONSISTS OF THREE SECTIONS PLUS AN APPENDIX. IN THE FIRST SECTION A SCIENCE EDUCATOR PROPOSES A PLAN FOR SCIENCE TEACHING COMPATIBLE WITH THE NATURE OF SCIENCE, CULTURAL CHANGES, AND THE EXPANDING BODY OF KNOWLEDGE. THE CHOICE OF INSTRUCTIONAL MATERIALS FOR TEACHING CONCEPTUAL SCHEMES AND SCIENTIFIC SKILLS IS DISCUSSED. THE SECOND SECTION OF THE VOLUME IS A COMMITTEE REPORT CONTAINING A LIST OF SEVEN CONCEPTUAL SCHEMES OF SCIENCE AND A LIST OF FIVE MAJOR CONSTITUENTS OF THE SCIENTIFIC PROCESS. EACH LISTED ITEM IS DISCUSSED. PLANS AND SUGGESTIONS FOR A LOCAL ACTION PROGRAM TO FOSTER CURRICULUM DEVELOPMENT CONSTITUTE THE THIRD SECTION OF THE BOOKLET. THE ESSENTIAL COMPONENTS FOR A LOCAL ACTION PROGRAM ARE LISTED. TWELVE GUIDELINES FOR DEVELOPING A COORDINATED K-12 PROGRAM ARE ALSO LISTED AND DISCUSSED. THE APPENDIX INCLUDES THE NATIONAL SCIENCE TEACHERS ASSOCIATION POSITION ON CURRICULUM DEVELOPMENT IN SCIENCE AND A BIBLIOGRAPHY. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL SCIENCE TEACHERS ASSOCIATION, 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036, FOR $1.50. THE STOCK NUMBER IS 471-14282. (RS)

A THEORETICAL FRAMEWORK AND GUIDELINES FOR SCIENCE CURRICULUM DEVELOPMENT ARE PRESENTED IN THIS VOLUME. THE BOOKLET CONSISTS OF THREE SECTIONS PLUS AN APPENDIX. IN THE FIRST SECTION A SCIENCE EDUCATOR PROPOSES A PLAN FOR SCIENCE TEACHING COMPATIBLE WITH THE NATURE OF SCIENCE, CULTURAL CHANGES, AND THE EXPANDING BODY OF KNOWLEDGE. THE CHOICE OF INSTRUCTIONAL MATERIALS FOR TEACHING CONCEPTUAL SCHEMES AND SCIENTIFIC SKILLS IS DISCUSSED. THE SECOND SECTION OF THE VOLUME IS A COMMITTEE REPORT CONTAINING A LIST OF SEVEN CONCEPTUAL SCHEMES OF SCIENCE AND A LIST OF FIVE MAJOR CONSTITUENTS OF THE SCIENTIFIC PROCESS. EACH LISTED ITEM IS DISCUSSED. PLANS AND SUGGESTIONS FOR A LOCAL ACTION PROGRAM TO FOSTER CURRICULUM DEVELOPMENT CONSTITUTE THE THIRD SECTION OF THE BOOKLET. THE ESSENTIAL COMPONENTS FOR A LOCAL ACTION PROGRAM ARE LISTED. TWELVE GUIDELINES FOR DEVELOPING A COORDINATED K-12 PROGRAM ARE ALSO LISTED AND DISCUSSED. THE APPENDIX INCLUDES THE NATIONAL SCIENCE TEACHERS ASSOCIATION POSITION ON CURRICULUM DEVELOPMENT IN SCIENCE AND A BIBLIOGRAPHY. THIS DOCUMENT IS ALSO AVAILABLE FROM THE NATIONAL SCIENCE TEACHERS ASSOCIATION, 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036, FOR $1.50. THE STOCK NUMBER IS 471-14282. (RS)

Erika Sanzi, director of outreach of Parents Defending Education, appeared on the National Desk to discuss a new report revealing the current recommendation set by the Maryland state department of education suggests instructing kindergarten classrooms to teach gender identity. Subscribe to the channel - https://bit.ly/3AvRO0c All Links - https://linktr.ee/defendinged Join - https://bit.ly/2VMEiX2 Donate - https://bit.ly/3s6RLoH IndoctriNation Map: https://defendinged.org/map/ #defendinged

This paper describes the development and implementation of an English-as-a-Second-Language (ESL) curriculum by Canadian and Chinese educators at the Canada-China Language Centre (CCLC) in Beijing. It describes the salient features of the curriculum that was finally implemented, as well as problems encountered in its development. (MDM)

Classes for senior adults (adults sixty years old or older, or retired) have become commonplace. Many instructors have no experience with this kind of student, so the need for instructors trained in special learning theories and practices that apply to senior adults has been identified. This report is designed to serve as a refresher or supplement to a faculty inservice seminar series on adult learning theory. Areas covered include publicity, course planning, class scheduling, classroom setting, instructional techniques, retention, objectives, learning activities, and physical and emotional factors. An outline for a class in health education for senior adults is included, as well as a sample interest survey. (AH)

The related theory/curriculum resource guide for cooperative education was developed at a workshop conducted by the vocational education information network at Millersville State College during June 1975. It is a guide to provide cooperative education instructors with a framework of related theory/instruction. The guide identifies competencies in nine areas of interest and is structured according to topics, each with a stated objective and identified competencies needed to achieve the objective. The topics are: orientation, career development, acquiring a job, elements of job success, government and you, you as a consumer, free enterprise system, individual development, and use of leisure time. Each competency contains specific learning activities, resources, and methods of evaluation. The flexibility of the guide permits diverse application of the related theory in various cooperative education and other field experience instructional programs. Appendixes include lists of additional instructional resources--books, cassettes, films, slides, and transparencies. (Author/NJ)

Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer Model of Teaching, for deaf students are examined. Ausubel believes that complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on organization of experiences. These cognitive structures are hierarchically organized in terms of highly inclusive conceptual clusters, under which are subsumed less inclusive sub-concepts. Implications center on issues of philosophy, curriculum (including that the most general ideas should be presented first, followed by progressively differentiated material), and classroom teaching (including that advance organizers, such as illustrations, anologies, and concepts and terms already familiar to the learner should be used to strengthen cognitive structure and enhance retention of new information). An example of one such advance organizer used for an English composition class is given. (CL)

This curriculum sourcebook is designed as a guide for educators of limited-English-speaking adults in literacy education programs. It consists of accounts of actual learning and teaching experiences using a participatory approach to instruction and curriculum development, written by teachers in community-based adult education. An introductory section gives a background to the guide. The first chapter discusses the importance of articulation of feelings as a survival skill. Chapter 2 focuses on the immigrant experience. Topics include the language experience approach, working with beginning level students, sex bias and stereotypes, oral history, literacy as a skill for solving daily problems, and use of autobiographies as a teaching technique. Chapter 3 discusses the mother-child relationship as both a curriculum topic and a means of involving parents in children's learning. Brief essays address these topics: writing about mothers; parent concerns about school; parent involvement in homework; and the family class--teaching parents and children together. The fourth chapter contains articles on teaching techniques and approaches, including process writing, use of correction in class, using pictures as a stimulus for writing, native language use in class, two-way bilingualism, native language literacy, developing curriculum around class participation, and student and program evaluation. A glossary and list of resources are appended. (Adjunct ERIC Clearinghouse on Literacy Education) (MSE)

This paper examines the role of work in a psychology work/study curriculum at Antioch College (Ohio), and argues that the view of student's work that is described may represent a missed opportunity to help students learn. Students, through interviews and journal entries, provided their opinions regarding if and in what ways their classes influenced their work on the work assignment, and if and in what ways their work experiences influenced their classroom work. Students also provided their assessments as to how the combination of work and study affected their career planning. The interviews revealed that influences of classes on students' work did exist, but in terms of the work experience affecting the class experience, there were some differences of opinion. Also, students generally perceived both classroom and work experiences as influential to their values and career development. Contains eight references. (GLR)

This thesis seeks to clarify the meaning of the open learning concept by examining it in alternative ways--as an element of social theory, as an intended curriculum, and as a perceived student learning experience. The three curriculum conceptions of open learning are applied to the Australian Open Learning Iniative. Students' curriculum experiences are studied by means of a series of telephone interviews with a targeted sample of 44 students registered with Open Learning Australia in the first study period of 1993. The study identifies the learners' context as a significant but previously unacknowledged constraint on students' decisionmaking and learner control of curriculum. It notes the transfer of control over entering a program of study is not automatically conferred by an open admissions policy, but is, instead, dependent on providers meeting the information needs of students. Chapters include: (1) "Open Learning: A Coat of Many Colours"; (2) "A Conceptual Framework for the Analysis of Curriculum Control in Open Learning"; (3) "Philosophy and Method"; (4) "Theoretical Conceptions of Open Learning"; (5) "Intentions Shaping Curriculum Formation in the OLI (Open Learning Initiative)"; (6) "Learners' Experiences as Curriculum Decision Makers on Open Learning"; (7) "New Meaning for Open Learning"; and (8) "Making the Most of Open Learning." Appendixes include sources of personal communications, a letter to students, demographic profiles of student respondents and the interviewed sample, endnotes, and student interview themes. (Contains 479 references.) (Author)