Curriculum History (E-Journal)
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Scrap Drives, Stamp Sales, and School Spirit: Examples of Elementary Social Studies During World War II
No full textThe social studies in elementary schools emerged during World War II as a curriculum field of prominence. During the war years, social studies enjoyed important activity and utility as it likely never had before. The practices reported symbolically and rhetorically argued for attention to the war in schools. Attention to geography, history, and citizenship education, heightened in the prewar years, increased in scope from 1941-1945. Victory and defense savings campaigns, initiated by the United states government but often implemented by social studies teachers, were overwhelmingly successful. Social studies pupils were energized with information previously unknown before the air Geography and history received benefits of added interest in war locations and causes for the conflict. Called into service to collect scrap, sell bonds and stamps, conserve resources, and maintain good citizenship traits and high morale, social studies pupils and their teachers activated for victory
Theatre as Participatory Democracy: Classroom Drama in The Mississippi Freedom Schools - Lessons For Contemporary Classrooms
No full textThis essay will discuss the role of drama as a method within the context of the freedom school. First, the aims of freedom school project as envisioned by SNCC will be presented. These aims were the guiding force for the crafting of the curriculum and instruction used in the freedom schools. Next drama as a teaching tool will be discussed, as it developed during the two-day freedom school curriculum conference prior to the Summer Project. Then, examples of how drama was implemented in the freedom schools will be examined. And finally, this essay will close with some comments on how drama based on the freedom school experience might inform contemporary social studies practice
Implementation of the Pennsylvania Educational Reform: Issues Related to Strategic Planning for a Systemic Curriculum Change
No full textIn this paper, the complexity surrounding state educational policy implementation at the local level is examined. Various actors contributing to complexity are outlined by following the very early struggle of a district within a former steel-mill community in southwestern Pennsylvania trying to implement a new state educational policy
The Paradox of Curriculum Development in Israel
No full textThis paper focuses on two main issues: 1) the complex relationships between center and periphery in curriculum development, and 2) the unexpected ways in which educational policies lead to paradoxical and unintended outcomes
A Federally Supported Educational Reform Program: Individually Guided Education
No full textAbstract Neede
What, if anything, can we learn from the history of curriculum?
No full textIn the first section I am going to introduce (plato\u27s) Socrates and I\u27ll ask him the following questions: How do we learn? What are we to learn? Why shall we learn? The answers Socrates gives will secondly serve me as a basis for my argument: If there could be any lesson to learn from the history of education and curriculum this lesson has to be disclosed within the framework of the concepts of selection and power; acquisition and commitment; and examination and criticism. My conclusion is: history may serve as a means of pedagogical Bildung, that is, a means for the formation of educators as "educators.
Block Scheduling and Achievment: Historical and Current Perspectives
No full textThis study examines historical perspectives on block-scheduling in high schools, and the realities of success and failure over time. In addition it reports the relationship of block scheduling with the ACT composite score against a traditional eight period day in 568 public high schools in Illinois and Iowa (school-level data was examined and not individual student data). The findings suggest that block-scheduling is not a panacea for all that ails schools. Scheduling does not exist in a vacuum not in the past, not currently, and not in the future. Preliminary findings suggest that merely adopting a different schedule without engaging in any additional initiatives within a school will have little effect, if any, on student achievement
Considering the Assessment of Character Education Programs from the 1920\u27s and 1930\u27s
No full textAbstract Neede
the Justification of Geometry in the American High School Curriculum: A Historical Overview, 1930-1989
No full textThroughout its long career in American secondary schools, the topic of geometry has frequently been the target of educators who see a course of study that struggles for a rationale for inclusion in the curriculum. Despite the fact that the course, in most of the ways it is commonly taught, dates back thousands of years, teachers of mathematics are still called upon to justify the teaching of geometry. The National Council of Teachers of Mathematics (NCTM), a leading group for the advocacy of mathematics teaching in America, has a long history of espousing its views as to why geometry is a valuable topic for the high school curriculum. Linked with the justification for the inclusion of geometry is always a call for a specific type of geometry. That is, the Council seems to have difficulty separating the worth of the mere presence of geometry from the various forms the subject can take. In addition, upon close examination of the various pronouncements of the Council, one can easily discover some common themes emerging in the battle to keep geometry in the curriculum. Specifically, one finds, as early as 1930 and as late as 1989, the distinction between geometry as a facilitator of general thinking skills, and geometry as an important body of material for its own sake. By examining various arguments put forth by NCTM over the course of a sixty year period, this paper analyzes the historical trends in the justification of geometry as a course in American high schools, and attempts to show that the argument has generally been a bipolar one
To Prevent Despair: The NCTE Correlated Curriculum of 1936
No full textIn 1936, the National Council of Teachers of English published a document entitled A Correlated Curriculum. It was a report of the Committee on Correlation of the National Council\u27s Curriculum Commission, and it appears noteworthy today solely by the lack of attention which it has received, particularly in contrast to its immediate predecessor, An Experience Curriculum in English, which was published by the same Curriculum Commission in 1935. Neither Kliebard nor Krug refers directly to A Correlated Curriculum, although both give extended attention to An Experience Curriculum in English.\u27 Nor does Hook, in his "personal history" of the NCTE, give A Correlated Curriculum more than a two-sentence acknowledgment, while he treats An Experience Curriculum in English as a landmark, "the first large-scale curriculum-making endeavor for which NCTE was primarily responsible." One is left with the impression that this was a marginal document at best, hardly meriting the attention of historians