Curriculum inventory and enrollment analysis in the public community colleges of Illinois, 1973-74.

Cover title.

Hardware building materials, farm and garden curriculum guide /

Developed under contractual agreements RD3-A9-240 and R-33-X-0442-240 between the Illinois State Board of Education, Dept. of Adult, Vocational and Technical Education, Research and Development Section and the Dept. of Vocational Education Studies, Southern Illinois University, Carbondale.

Enriching the curriculum; a manual for teaching bright and gifted children,

Mode of access: Internet.

English pedagogy--old and new. 2d series. Education, the school, and the teacher, in English literature.

"Republished from Barnard's American journal of education."

The curriculum and text-books of English schools in the first half of the seventeenth century. Enlarged from a paper read before the Bibliographical Society, February 1, 1902.

"Reprinted by Blades, East & Blades, from the Society's Transactions."--t.p.

How to make training surveys; curriculum techniques for training in school, college, business, industry, civil service, and the armed forces.

"Temporary edition."

The child and the curriculum,

Mode of access: Internet.

Foreign curriculum consultant program for American schools, colleges, and state departments of education

Mode of access: Internet.

Literacy Content and Core Practices: Teacher Educator Pedagogy as the Bridge Between Knowing and Doing

Thesis (Ph.D.)--University of Washington, 2016-04

Teaching College Writing in a High School Setting: The Impact of Concurrent Enrollment on Teacher Learning and Practice

Thesis (Ph.D.)--University of Washington, 2016-06

Crafting a Third Space: Teacher Beliefs and Practices in Curriculum Reform for Multicultural Education

Thesis (Ph.D.)--University of Washington, 2016-06

Graduate attributes in relation to curriculum design and delivery in a Bachelor of Materials Engineering Programme

This paper presents a critical analysis of the Bachelor of Materials Engineering programme compared with the expectations of the Institution of Engineers Australia (IEAust) and of UQ. To set the scene, the graduate attributes are listed, the programme framework is presented and the educational culture and available facilities are described Then, the programme delivery is described; this includes an analysis of the learning opportunities that allow students to develop the graduate attributes. Finally, an assessment is made of programme outcomes relating to graduate attributes.

Lessons learned . . . about curriculum: Five years on and half a world away

The knowledge, skills, and attitudes manifested in health and physical education school curricula are an arbitrary selection of that which is known and valued at a particular place and time. Bernstein's (2000) theories of the social construction of knowledge offer a way to better understand the relationship among the production, selection, and reproduction of curricular knowledge. This article overviews contemporary knowledge in the primary field (production) on which curriculum writers in the recontextualizing field might draw. It highlights tensions in the knowledge generated within the primary field and, using a case of the USXs National Standards for Physical Education (NASPE), demonstrates how particular discourses become privileged when translated into curriculum documents in the recontextualizing field

Student expectations of TESOL programs: Student and teacher perspectives

Most practitioners teaching English to speakers of other languages (TESOL) will agree that students come with some expectations about course content and teaching methodology and that these expectations play a vital role in student motivation and learning. However, the study of student expectations has been a surprising omission from Second Language Acquisition research. In the studies reported here, the authors develop a model of student expectations by adapting the Expectation Disconfirmation paradigm, widely used in consumer psychology. Student and teacher perspectives on student expectations were gathered by interviews. Responses shed light on the nature of expectations, factors causing expectations and effects of expectation fulfilment (or lack of it). The findings provide new avenues for research on affective factors as well as clarify some ambiguities in motivational research in second language acquisition. The model presented here can be used by teachers or institutions to conduct classroom-based research, thus optimising students' learning and performance, and enhancing student morale.