The first thirty-eight years: a catalogue of the Journal of Curriculum Studies,
1968-2006

Compiled and edited by Stephanie Faubert and Geoffrey Milburn

JOURNAL OF CURRICULUM STUDIES: VOLUME 1: 1968-1969


JCS, 1 (1), November 1968

Editorial (1968), 1 (1), 3-4.

Articles

MUSGROVE, F. (1968) Curriculum objectives, 1 (1), 5-18.

OWEN, J. G. (1968) Strategies of curriculum innovation, 1 (1), 19-25.

STENHOUSE, L. (1968) The Humanities Curriculum Project, 1 (1), 26-33.

GOODLAD, J. (1968) Curriculum: a Janus look, 1 (1), 34-46.

SUGARMAN, B. (1968) Moral education and the social structure of the school, 1 (1), 47-67.

BRITTON, J. and NEWSOME, B. (1968) What is learnt in English lessons?, 1 (1), 68-78.

Article-Review

EGGLESTON, J. F. (1968) Bloom's cognitive domain re-visited. Review of B. S. Bloom (ed.), The Taxonomy of Educational Objectives: The Classification of Educational Goals: Handbook I: Cognitive Domain (New York: McKay, 1956), 1 (1), 79-84.

Reviews

BLYTH, W. A. L. (1968) Children and their primary schools. Review of A Report the Central Advisory Council for Education, 2 Vols [Plowden Report] (London: Her Majesty's Stationery Office, 1967), 1 (1), 85-87.

SPOLTON, L. (1968) Two Schools Council papers. Review of Schools Council, The Educational Implications of Social and Economic Change, Working Paper No. 12 (London: Her Majesty's Stationery Office, 1967) and Schools Council, The New Curriculum (London: Her Majesty's Stationery Office, 1967), 1 (1), 88-90.

HOLMES, B. (1968) Review of D. K. Wheeler, Curriculum Process (London: University of London Press, 1967), 1 (1), 90-94.

FRAZER, H. (1968) Review of L. Spolton, The Upper Secondary School: A Comparative Survey (Oxford: Pergamon, 1967), 1 (1), 94.

JCS, 1 (2), May 1969


Editorial (1969), 1 (2), 100.

Articles

LEVY, P. (1969) New research for new curricula, 1 (2), 101-108.

SMITH, L. A. (1969) A curriculum laboratory, 1 (2), 109-114.

JOHNSON, M. (1969) The translation of curriculum into instruction, 1 (2), 115-131.

HOYLE, E. (1969) How does the curriculum change?: I. A proposal for inquiries, 1 (2), 132-141. [See 1 (3), 230-239.]

HIRST, P. H. (1969) The logic of the curriculum, 1 (2), 142-158.

LAMM, Z. (1969) Teaching and curriculum planning, 1 (2), 159-171.

Reviews

HOLLINS, T. H. B. (1969) Review of J. F. Kerr (ed.), Changing the Curriculum (London: University of London Press, 1968), 1 (2), 172-173.

WOODS, R. G. (1969) Review of J. Wilson, N. Williams and B. Sugarman, Introduction to Moral Education (London: Penguin, 1967), 1 (2), 173-175.

CHARLTON, K. (1969) Review of W. A. C. Stewart and W. P. McCann, The Educational Innovators, Vol. 1, 1750-1880 (London: Macmillan, 1967), 1 (2), 175-177.

BURNS, C. (1969) Review of F. G. Healey, Foreign Language Teaching in the Universities (Manchester, UK: Manchester University Press, 1967), 1 (2), 177-179.

WHEELER, K. S. (1969) Review of J. E. Archer and T. H. Dalton, Fieldwork in Geography (London: Batsford, 1968), 1 (2), 180-181.

MATHER, D. R. (1969) Review of B. Kaye and I. Rogers, Group Work in Secondary Schools and the Training of Teachers in its Methods (London: Oxford University Press, 1968), 1 (2), 182-184.

FLOYD, P. J. (1969) Review of Glasgow Mathematics Teachers, Mathematics for Schools: A Modern Approach (Slough, UK: Foulsham, 1967), 1 (2), 184-186.

GOLDMAN, R. (1969) Review of P. R. May and O. R. Johnson, Religion in Our Schools (London: Hodder & Stoughton, 1968), 1 (2), 188-190.

JCS, 1 (3), November 1969


Editorial (1969) 1(3), 195.

Articles

FORREST, E. (1969) What kind of art in secondary education?, 1 (3), 197-207.

HULL, J. M. (1969) Worship and the curriculum, 1 (3), 208-218.

OWEN, J. (1969) Curriculum innovation in the U.S.S.R., 1 (3), 219-229.

HOYLE, E. (1969) How does the curriculum change?: 2. Systems and Strategies, 1 (3), 230-239. [See 1 (2), 132-141.]

WILKINSON, A. (1969) The quality of language experiences in younger children, 1 (3), 240-246.

BANKS, L. J. (1969) Curriculum developments in Britain, 1963-8, 1 (3), 247-259.

ADAMS, R. S. (1969) Curriculum development and research--a question of fit, 1 (3), 260-268.

WAIMON, M. D. (1969) Judging the effectiveness of teaching, 1 (3), 269-277.



Reviews

BRIDGES, F. F. (1969) Review of M. Brown and N. Precious, The Integrated Day in the Primary School (London: Ward Lock, 1968), 1 (3), 278-279.

BANTOCK, G. H. (1969) Review of R. S. Peters (ed.), Perspectives on Plowden (London: Routledge & Kegan Paul), 1 (3), 279.

EGGLESTON F. J. (1969) Review of D. Pidgeon and A. Yates, An Introduction to Educational Measurement (London: Routledge & Kegan Paul, 1968), 1 (3), 280.

SEABORNE, M. (1969) Review of R. M. Beard, Research into Teaching Methods in Higher Education (London: Society for Research into Higher Education, 1967), 1 (3), 280-281.

SPOLTON, L. (1969) Review of T. Husén and G. Boalt, Educational Research and Educational Change: The Case of Sweden (London: Wiley, 1968), 1 (3), 282.

SEABORNE, M. (1969) Review of R. Wood, History at Source: Children 1773-1890 (London: Evans, 1968), 1 (3), 282-284.

CLARKE, E. L. (1969) Review of D. Rubenstein and B. Simon, The Evolution of the Comprehensive School, 1926-1966 (London: Routledge & Kegan Paul, 1969), 1 (3), 284-286.



JOURNAL OF CURRICULUM STUDIES: VOLUME 2: 1970

JCS, 2 (1), May 1970



Editorial (1970), 2 (1), 3.

Articles

NISBET, J. (1970) Curriculum development in Scotland, 2 (1), 5-10.

GRIBBLE, J. H. (1970) Pandora's box: the affective domain of educational objectives, 2 (1), 11-24.

FINES, J. (1970) American development projects in the social studies, 2 (1), 25-31.

MACINTOSH, H. G. (1970) A constructive role for examining boards in curriculum development, 2 (1), 32-39.

MATHER, D. R. (1970) The human element in curriculum change, 2 (1), 40-47.



Research section

BURSTALL, C. (1970) French in the primary school: some early findings, 2 (1), 48-58.

BOEHM, A., CEPPI, C. and WHITE, M. A. (1970) An exploratory technique for evaluating curricular interest, 2 (1), 59-66.

COHEN, L. (1970) Sixth-form pupils and their views of higher education, 2 (1), 67-72.

SMITHERS, A. (1970) Open-mindedness and the university curriculum, 2 (1), 73-77.



Reviews

LOOSMORE, R. G. (1970) Review of M. A. K. Halliday (ed.), Programme in Linguistics and English Teaching, 10 vols. [P. S. Doughty, The Relevance of Linguistics for the Teacher of English, R. Hasan and S. Lushington, The Subject-matter of English, D. Mackay and B. Thompson, The Initial Teaching of Reading and Writing, P. S. Doughty, Current Attitudes to Written English and Their Implications for the Teacher of English, P. S. Doughty, Linguistics and the Teaching of Literature, A. M. Philp, Attitudes to Correctness in English: A Linguistic View of Language in Use, R. Hasan, Grammatical Cohesion in Spoken and Written English, Part One, E. Davies, Aspects of General Linguistics, K. H. Albrow, The Rhythm and Intonation of Spoken English, and E. Davies, Elements of English Clause Structure] (London: Longmans, 1968), 2 (1), 78-79.

ALLEN, G. C. (1970) Review of J. Dixon, Growth through English, A Report Based on the Dartmouth Seminar [1969], 2nd edn (London: Oxford University Press for the National Association for the Teaching of English, 1969) and D. Barnes, J. N. Britton and H. Rosen, Language, the Learner and the School (Harmondsworth, UK: Penguin, 1969), 2 (1), 80-81. [See 3 (2), 191.]

DAVIS, A. J. (1970) Review of M. E. Bryant (ed.), World Outlook 1900-1965, a study series (Harmondsworth, UK: Penguin, 1969), 2 (1), 81-82.

KELLY, P. J. (1970) Review of A. B. Grobman, 'The Changing Classroom': The Role of the Biological Sciences Curriculum Study (Garden City, NY: Doubleday, 1969), 2 (1), 82-84.

TAYLOR, W. (1970) Review of H. S. Becker, B. Geer and E. C. Hughes, Making the Grade: The Academic Side of College Life (New York: Wiley, 1968) and J. Tussman, Experiment at Berkeley (New York: Oxford University Press, 1969), 2 (1), 84-85.

ALLES, J. (1970) Review of G. A. Beauchamp, Curriculum Theory, 2nd edn (Wilmette, IL: Kagg Press, 1968), 2 (1), 85-87.

EGGLESTON, J. F. (1970) Review of Scottish Education Department, Science for General Education, Curriculum Paper No. 7 (London: Her Majesty's Stationery Office, 1969), 2 (1), 87-88.



JCS, 2 (2), November 1970



Editorial (1970), 2 (2), 99.

Articles

RICHARDS, C. (1970) Future curriculum development in primary mathematics, 2 (2), 101-107.

HAWES, H. W. R. (1970) Primary school curriculum development in Africa--hopes and facts, 2 (2), 108-117.

MYERS, D. A. (1970) The classicists, the computerists and the humanistic curriculum, 2 (2), 118-127.

OWEN, J. (1970) Changing patterns of Canadian curriculum: a comparison of three provinces, 2 (2), 128-143.

WHEELER, D. (1970) Curriculum reform in the seventies--mathematics, 2 (2), 144-151.



Research section

REID, W. A. (1970) Languages in the sixth form curriculum--liberal art or practical science?, 2 (2), 152-161.

OLIVER, R. A. C. and LEWIS, D. G. (1970) Elements in sixth form general studies, 2 (2), 162-175.



Reviews

SZRETER, R. (1970) Review of E. Fenton, Teaching the New Social Studies in Secondary Schools (New York: Holt, Rinehart & Winston, 1966), 2 (2), 176-177.

THOMPSON, G. A. (1970) Review of R. N. Morris, The Sixth Form and College Entrance (London: Routledge & Kegan Paul, 1969), 2 (2), 177-178.

WHITFIELD, R. C. (1970) Review of M. Alpren (ed.), The Subject Curriculum: Grades K-12 (Columbus, OH: Merrill, 1967), 2 (2), 178-179.

HOLLY, D. (1970) Review of P. Worrall, R. Mitson, E. B. Dorrance, R. J. Williams and J. W. N. Frame, Teaching from Strength: An Introduction to Team Teaching (London: Hamish Hamilton, 1970), 2 (2), 179-180.

THOMPSON, G. A. (1970) Review of R. King, Values and Involvement in a Grammar School (London: Routledge & Kegan Paul, 1969), 2 (2), 180-181.

DIACK, H. (1970) Review of G. R. Roberts, Reading in Primary Schools (London: Routledge & Kegan Paul, 1969), 2 (2), 182.

ELTON, L. R. B. (1970) Review of J. F. Eggleston and J. F. Kerr, Studies in Assessment (London: English Universities Press, 1970), 2 (2), 182-183.

TOOKE, J. (1970) Review of J. A. Lauwerys (ed.), Essays in Comparative Education, Vol. 1: Ideals and Ideologies (London: Evans, 1968), 2 (2), 183-184.

TOOKE, J. (1970) Review of G. Hacker, J. Learmouth and R. Robinson, Conflict I (London: Nelson, 1969), 2 (2), 184.

GARNETT, E. (1970) Review of M. Marland, Towards the New Fifth: English and the Humanities for the Young School Leaver (London: Longmans, 1969), 2 (2), 184-186.

GREGORY, I. (1970) Review of C. Macy (ed.), Let's Teach Them Right: Perspectives on Religious and Moral Education (London: Pemberton, 1969), 2 (2), 186-189.



JOURNAL OF CURRICULUM STUDIES: VOLUME 3: 1971

JCS, 3 (1), May 1971



Editorial (1971), 3 (1), 3.

Articles

HIRST, P. H. (1971) What is teaching?, 3 (1), 5-18.

MUSGROVE, F. (1971) The future of the teaching profession, 3 (1), 19-26.

BARNES, D. (1971) Language and learning in the classroom, 3 (1), 27-38.

COLLIER, K. G. (1971) Methods of teaching student teachers, 3 (1), 39-49.

CASTON, G. (1971) The Schools Council in context, 3 (1), 50-64.

GUNN, A. M. (1971) Geography in an urban age, 3 (1), 65-76.



Reviews

WALKER, R. (1971) Review of R. Goldhammer, Clinical Supervision: Special Methods for the Supervision of Teachers (New York: Holt, Rinehart & Winston, 1969), 3 (1), 77-78.

RAGGATT, P. (1971) Review of H. Chauncey (ed.), Soviet Preschool Education, Vol. I: Programme of Instruction (London: Holt Rinehart & Winston, 1969), 3 (1), 78-80.

WHEELER, K. S. (1971) Review of D. G. Watts, Environmental Studies (London: Routledge & Kegan Paul, 1969), 3 (1), 80-82.

HEAD, J. (1971) Review of L. Hudson, Frames of Mind: Ability, Perception and Self-perception in the Arts and Sciences (London: Methuen, 1968) and E. de Bono, Lateral Thinking: A Textbook of Creativity (London: Ward Lock, 1970), 3 (1), 83-84.

HOLLY, D. (1971) Review of E. Mason, Collaborative Learning (London: Ward Lock, 1970), 3 (1), 85-86.

COLLIER, K. G. (1971) Review of J. J. Schwab, College Curriculum and Student Protest (Chicago: University of Chicago Press, 1969), 3 (1), 87-89.

SILVER, H. (1971) Review of E. B. Castle, The Teacher (London: Oxford University Press, 1970) and W. A. Dodd (ed.), The Teacher at Work (London: Oxford University Press, 1970), 3 (1), 89-90.

HOLMES, B. (1971) Review of Paedagogica Europaea 1969: The European Yearbook of Educational Research, Vol. V, 3 (1), 91-92.

MILLINGTON, T. A. (1971) Review of E. M. Williams and H. Shuard, Primary Mathematics Today (London: Longman, 1970), 3 (1), 92-94.



JCS, 3 (2), November 1971



Articles

WHITE, J. P. (1971) The concept of curriculum evaluation, 3 (2), 101-112.

WOLF, R. (1971) The quiet revolution, 3 (2), 113-118.

KELLY, P. J. (1971) A reappraisal of examinations, 3 (2), 119-127.

HARLEN, W. (1971) Some practical points in favour of curriculum evaluation, 3 (2), 128-134.

THELEN, H. A. (1971) From individual behaviour to classroom activity--an inquiry into art education, 3 (2), 135-157.

SMITH, M. P. (1971) Curriculum change at the local level, 3 (2), 158-162.

MARSDEN, W. E. (1971) Environmental studies courses in colleges of education, 3 (2), 163-178.



Reviews

FENSHAM, P. J. (1971) The time factor in curriculum development. Review of Nuffield Advanced Biological Science (Harmondsworth, UK: Penguin, 1970), Nuffield Advanced Chemistry (Harmondsworth, UK: Penguin, 1971), Nuffield Combined Science (London, UK: Longmans/Penguin, 1970) and Changes in School Science Teaching, Schools Council Curriculum Bulletin 3 (Evans/Methuen Educational, 1970), 3 (2), 179-183.

EGGLESTON, J. F. (1971) Action research in examinations. Review of W. G. A. Rudd, A Group Study Approach to Research and Development, C.S.E. [Certificate of Secondary Education] Schools Council Examinations Bulletin 20 (Evans/Methuen, 1970), 3 (2), 184-186.

WALKER, R. (1971) Review of A. Jones, School Counselling, Schools Council Working Paper No. 32 (London: Ward Lock, 1970) and E. C. H. Venables, Teachers and Youth Workers: A Study of their Roles, Schools Council Research Project (Evans/Methuen, 1971), 3 (2), 186-188.

LAWTON, D. (1971) Review of W. M. Lifton (ed.), Educating for Tomorrow: The Role of Media, Career Development, and Society (New York: Wiley), 3 (2), 188-189.

WALKER, R. (1971) Review of A. M. Kroll, L. B. Dinklage, J. Lee, E. D. Morley and E. H. Wilson, Career Development: Growth and Crisis (New York: Wiley, 1970), 3 (2), 189-190.



For the practitioner

KELLY, V. P. (1971) Review of D. Barnes, J. Britton, H. Rosen and the L.A.T.E. [London Association for the Teaching of English], Language, the Learner and the School, revised edn (Harmondsworth, UK: Penguin, 1971), 3 (2), 191. [See 2 (1), 80-81.]

KELLY, V. P. (1971) Review of C. Hannam, P. Smyth and N. Stephenson, Young Teachers and Reluctant Learners: An Account of the Hillview Project, an Experiment in Teacher Education, and a Discussion of its Educational Implications (Harmondsworth, UK: Penguin, 1971), 3 (2), 191-192.

KELLY, P. J. (1971) Review of H. T. Epstein, A Strategy for Education (Oxford: Oxford University Press, 1970), 3 (2), 192.



JOURNAL OF CURRICULUM STUDIES: VOLUME 4: 1972

JCS, 4 (1), May 1972



Articles

RICHARDS, C. M. (1972) Trends in the curriculum of the primary school, 4 (1), 3-10.

HECHT, M. (1972) A linguist's view of language degree courses, 4 (1), 11-20.

OWEN, J. G. (1972) Which future shall we choose?: Music in our changing schools, 4 (1), 21-28.

OXTOBY, R. (1972) Complementary studies and undergraduate degree courses in applied science and technology: an evaluation of developments in the polytechnics, 4 (1), 29-41.

HOGBEN, D. (1972) The behavioural objectives approach: some problems and some dangers, 4 (1), 42-50.



Case studies

SHAW, K. E. (1972) Curriculum decision-making in a College of Education, 4 (1), 51-59.

CLAYDON, L. and LOVEGROVE, M. N. (1972) Course construction and student participation, 4 (1), 60-70.



Research section

CHEVERST, W. J. (1972) The role of the metaphor in educational thought: an essay in content analysis, 4 (1), 71-82.



Reviews

The meaning of education

WOODS, R. G. (1972) Review of P. H. Hirst and R. S. Peters, The Logic of Education (London: Routledge & Kegan Paul, 1970), 4 (1), 83-84.

RYDER, J. (1972) Review of D. Holly, Society, Schools and Humanity: The Changing World of Secondary Education (London: MacGibbon and Kee, 1971), 4 (1), 84-86.

WALKER, R. (1972) Review of F. Musgrove, Patterns of Power and Authority in English Education (London: Methuen, 1971), 4 (1), 86-87.



In the classroom

MOWL, B. (1972) Review of D. Warwick, Team Teaching (London: University of London Press, 1971), 4 (1), 87-88.

NICODEMUS, R. B. (1972) Review of J. W. Bainbridge, R. W. Stockdale and E. R. Wastnedge, Junior Science Source Book (London: Collins, 1970), 4 (1), 88-89.



Recent research

WHITFIELD, R. (1972) [Brief comments on articles in other educational journals written by H. Sockett; H. E. Flynn and R. G. Munro; R. C. Whitfield and J. F. Kerr; W. W. Welch and H. J. Walberg; R. J. Light and P. V. Smith; R. C. Whitfield; P. H. Taylor; M. Oakeshott; L. R. Aiken; R. Bishop; R. L. Ebel; and G. S. Gopal Rao, D. M. Penfold and A. P. Penfold] 4 (1), 89-91.



Teaching teachers

COLLIER, K. G. (1972) Review of T. Burgess (ed.), Dear Lord James: A Critique of Teacher Education (Harmondsworth, UK: Penguin 1971) and F. H. Hilliard (ed.), Teaching the Teachers: Trends in Teacher Education (London: Allen & Unwin, 1971), 4 (1), 92-94.



JCS, 4 (2), November 1972



Articles

RESNICK, L. B. (1972) Teacher behaviour in the informal classroom, 4 (2), 99-109.

WALKER, R. G. (1972) Written work and its objectives: attitudes to written English in school, 4 (2), 110-119.

STRATTA, L. (1972) English and sociology in the secondary school--some similarities and some differences, 4 (2), 120-132.



Case studies

MITCHELL, P. (1972) Social science in the secondary school curriculum--a case study, 4 (2), 133-144.

SHIPMAN, M. D. (1972) Contrasting views of a curriculum project, 4 (2), 145-153.



Research section

BOOTHROYD, K. and COHEN, L. (1972) Willard Waller revisited: some reflections on parents' expectations of teachers, 4 (2), 154-157.

KITCHEN, J. C. (1972) Institutional goals in a college of education, 4 (2), 158-168.

NISBET, J. D. and WELSH, J. (1972) A local evaluation of primary school French, 4 (2), 169-175.



Reviews

Non-dogmatic approaches

MCPHAIL, P. (1972) Review of Schools Council, Religious Education in Secondary Schools, Schools Council Working Paper 36 (Evans/Methuen, 1971) and P. R. May, Moral Education in School (London: Methuen, 1971), 4 (2), 176-178.

STENHOUSE, L. (1972) Review of H. Entwistle, Political Education in a Democracy (London: Routledge & Kegan Paul, 1971), 4 (2), 178-179.



Higher education

HEAD, J. (1972) Review of R. Beard, Teaching and Learning in Higher Education (London: Penguin, 1970) and G. Brosan, C. Carter, R. Layard, P. Venables and G. Williams, Patterns and Policies in Higher Education (Harmondsworth, UK: Penguin, 1971), 4 (2), 180-18.



Primary education

RICHARDS, C. (1972) Review of British Primary Schools To-day, Schools Council-Ford Foundation Anglo-American Primary School Project [J. Featherstone, An Introduction, R. Palmer, Space, Time and Grouping, A. Murton, From Home to School, H. Probert and C. Jarman, A Junior School, R. T. Smith, A Rural School, E. Biggs, Mathematics for Younger Children, A. Cook and H. Mack, The Pupil's Day, A. Cook and H. Mack, The Teacher's Role, A. Cook and H. Mack, The Headteacher's Role, D. and E. Grugeon, An Infant School, J. M. Pullan, Towards Informality, M. Harris, Environmental Studies, and M. Kogan, The Government of Education] (London: Macmillan, 1971), 4 (2), 181-183.



To school or not to school?

HARRIS, D. (1972) Review of N. Postman and C. Weingartner, Teaching as a Subversive Activity (London: Penguin, 1971), J. Henry, Essays on Education (London: Penguin, 1971), E. Reimer, School is Dead: An Essay of Alternatives in Education (London: Penguin, 1971) and P. Goodman, Compulsory Mis-education (London: Penguin, 1971), 4 (2), 184-185.



Techniques for teaching

EGGLESTON, J. F. (1972) Review of B. S. Bloom, J. T. Hastings and G. F. Madaus, Handbook on Formative and Summative Evaluation of Student Learning (New York: McGraw Hill, 1971), 4 (2), 185-187.

BROWN, M. (1972) Review of W. Servais and T. Varga (eds), Teaching School Mathematics, a UNESCO Source Book (London: Penguin, 1971), 4 (2), 187-188.

DOWDESWELL, W. H. (1972) Review of M. Nickson, Educational Technology: A Systematic Approach for Teachers (London: Ward Lock, 1971), 4 (2), 188-189.



JOURNAL OF CURRICULUM STUDIES: VOLUME 5: 1973

JCS, 5 (1), May 1973



Articles

MUSGROVE, F. (1973) Power and the integrated curriculum, 5 (1), 3-12.

VICKERS, G. (1973) Educational criteria for times of change, 5 (1), 13-24.

BATTEN, J. (1973) In-service education in teacher's centres: a suggested approach, 5 (1), 25-31.

BAKER, D. (1973) Drama and theatre in education, 5 (1), 32-46.



Case study

SHIPMAN, M. D. (1973) The impact of a curriculum project, 5 (1), 47-57.



Research section

WALKER, D. F. (1973) What curriculum research?, 5 (1), 58-72.

GREER, J. E. and BROWN, G. A. (1973) The effects of new approaches to religious education in the primary school, 5 (1), 73-78.



Reviews

Organizing the curriculum

WILKINSON, K. R. (1973) Review of R. Whitfield (ed.), Disciplines of the Curriculum (London: McGraw Hill, 1971) and Curriculum Review Group, New Zealand Post-Primary Teachers' Association, Education in Change, A Report (Auckland, NZ: Longman, 1971), 5 (1), 79-81.

MATHER, D. R. (1973) Review of J. Walton (ed.), Curriculum Organization and Design (London: Ward Lock, 1971) and R. G. Cave, An Introduction to Curriculum Development (London: Ward Lock, 1971), 5 (1), 81-82.



People and their world

GOODSON, I. and MUGE, C. (1973) Review of Schools Council Integrated Studies Project Samples Pack [Teachers Guide Unit 1, Exploration Man (An Introduction to Integrated Studies); Teachers Guide Unit 2, Communicating with Others, and Unit 3, Living Together], Keele Integrated Studies Project (London: Oxford University Press, 1972), 5 (1), 83-84.

DUFOUR, B. (1973) Review of F. J. Hunt (ed.), Social Science and the School Curriculum: A Report on the Monash Project (Sydney, AU: Angus and Robertson, 1971) and D. Lawton, J. Campbell and V. Birkitt, Social Studies 8-13, School Council Working Paper No. 39 (London: Evans/Methuen, 1971), 5 (1), 85-86.

WHEELER, K. (1973) Review of N. J. Graves, Geography in Secondary Education (Sheffield, UK: Geographical Association, 1971) and P. H. Pemberton (ed.), Geography in Primary Schools (Sheffield, UK: Geographical Association, 1971), 5 (1), 87-89.



Language as meaning

BARNES, D. (1973) Review of P. Doughty, J. Pearce and G. Thornton, Language in Use, Schools Council Programme in Linguistics and English Teaching (London: Edward Arnold, 1971), P. Doughty, J. Pearce and G. Thornton, Exploring Language, Schools Council Programme in Linguistics and English Teaching (London: Edward Arnold, 1972) and W. Nash, Our Experience of Language (London: Batsford, 1971), 5 (1), 89-91.



In the classroom

WALKER, R. (1973) Review of E. Stones and S. Morris, Teaching Practice: Problems and Perspectives (London: Methuen, 1972), P. Gammage, Teacher and Pupil: Some Socio-psychological Aspects (London: Routledge & Kegan Paul, 1971) and I. Westbury and A. A. Bellack (eds), Research into Classroom Processes: Recent Developments and Next Steps (New York: Teachers College Press, 1971), 5 (1), 94.



JCS, 5 (2), November 1973



Articles

WESTBURY, I. (1973) Conventional classrooms, 'open' classrooms and the technology of teaching, 5 (2), 99-121.

DENNIEN, R. T., GUNN, S. E., SWINSWOOD, J. K. and TAWNEY, D. A. (1973) Devising evaluation instruments for technological problem solving, 5 (2), 122-132.



Case studies

GILES, P. M. (1973) History in the secondary school: a survey, 5 (2), 133-145.

HAMILTON, D. (1973) The integration of knowledge: practice and problems, 5 (2), 146-155.



Research section

SANTINI, B. (1973) Attitudes of Swiss teachers towards the study and planning of the curriculum, 5 (2), 156-165.

COHEN, L. and FISHER, D. (1973) Are comprehensive aims being realized?, 5 (2), 166-175.



Reviews

STENHOUSE, L. (1973) Review of The Open University, The Curriculum: Context, Design and Development, Educational Studies: A Second Level Course, E283 [1: R. Bell, Thinking About the Curriculum, 2 & 3: J. Raynor and N. Grant, Patterns of Curriculum, 4 & 5: M. Shipman and J. Raynor, Perspectives on the Curriculum, 6, 7 & 8: D. Jenkins, R. Pring and A. Harris, Curriculum Philosophy and Design, 9: G. Pask and B. Lewis, Teaching Strategies: A Systems Approach, 10, 11 & 12: J. Merritt and A. Harris, Curriculum Design and Implementation, 13, 14 & 15: E. Hoyle and R. Bell, Problems of Curriculum Innovation I, and 17: E. Hoyle, Problems of Curriculum Innovation II: A Theoretical Overview] (Walton Hall, Bletchley, UK: Open University Press, 1971-1972), 5 (2), 176-182.

BANKS, J. (1973) Review of N. J. Entwistle and J. D. Nisbet (eds), Educational Research in Action (London: University of London Press for the Open University, 1972), 5 (2), 182-184.

COLLIER, K. G. (1973) Review of E. H. Schein, Professional Education: Some New Directions, Carnegie Commission on Higher Education (New York: McGraw-Hill, 1972), 5 (2), 184-188.

NIAS, E. (1973) Review of H. S. N. McFarland, Intelligent Teaching: Professional Skills for Student Teachers (London: Routledge & Kegan Paul, 1973), 5 (2), 188-189.



JOURNAL OF CURRICULUM STUDIES: VOLUME 6: 1974

JCS, 6 (1), May 1974



Articles

INGLIS, F. (1974) Ideology and the curriculum: the value assumptions of system builders, 6 (1), 3-14.

BACCHUS, M. K. (1974) The primary school curriculum in a colonial society [Guyana], 6 (1), 15-29.

WRINGE, S. (1974) Some problems raised by the Schools Council Humanities Project, 6 (1), 30-43.



Research section

INGRAM, J. B. (1974) Theoretical, practical and personal domains in the curriculum of teacher education, 6 (1), 44-49.

WANKOWSKI, J. A. (1974) Teaching method and academic success in sixth form and university, 6 (1), 50-60.

FENSHAM, P. J. (1974) Science curricula and the organization of secondary schooling, 6 (1), 61-72.



Reviews

Innovation and in-service education

HOYLE, E. (1974) Review of L. M. Smith and P. M. Keith, Anatomy of Educational Innovation: An Organizational Analysis of Elementary School (New York: Wiley, 1971), 6 (1), 73-74.

SKILBECK, M. (1974) Review of D. Hamingson (ed.), Towards Judgement, Occasional Publications No. 1 (Norwich, UK: Centre for Applied Research in Education, University of East Anglia, 1973), 6 (1), 74-77.

GIBSON, R. (1974) Review of R. E. Thornbury (ed.), Teachers' Centres (Darton, UK: Longman and Todd, 1973), M. Eraut, In-Service Education for Innovation (London: National Council for Education Testing, 1972) and R. Watkins (ed.), In-Service Training: Structure and Content (London: Ward Lock, 1973), 6 (1), 77-80.

MACDONALD, B. (1974) Review of R. Nash, Classrooms Observed: The Teacher's Perception and the Pupil's Performance (London: Routledge & Kegan Paul, 1973), 6 (1), 80-81.

SMART, N. (1974) The essential curriculum? Review of J. P. White, Towards a Compulsory Curriculum (London: Routledge & Kegan Paul, 1973), 6 (1), 81-83.

SOCKETT, H. (1974) Review of D. Lawton, Social Change, Educational Theory and Curriculum Planning (London: University of London Press, 1973), 6 (1), 83-85.

D'ARCY, J. (1974) Review of A. D. C. Peterson, The Future of the Sixth Form (London: Routledge & Kegan Paul, 1971) and W. A. Reid, The Universities and The Sixth Form Curriculum, Schools Council Curriculum and Examinations Project (London: Macmillan, 1972), 6 (1), 85-86.

BARKER, B. (1974) Review of D. J. Steel and L. Taylor, Family History in Schools (London: Phillimore, 1973) and D. G. Watts, The Learning of History (London: Routledge & Kegan Paul, 1972), 6 (1), 86-87.



JCS, 6 (2), November 1974



Articles

BLYTH, W. A. L. (1974) One development project's awkward thinking about objectives [Schools Council Project on History, Geography and Social Science 8-13], 6 (2), 99-111.

WHEELER, D. K. (1974) Curriculum concepts and conceptual clarity, 6 (2), 112-119.

GRAY, K. R. (1974) What can teachers contribute to curriculum development?, 6 (2), 120-132.



Case study

WHITMARSH, G. (1974) The politics of political education: an episode, 6 (2), 133-142.



Research section

TAYLOR, P. H. and ADAMS, R. S. (1974) Influences on the curricula of teachers' colleges, 6 (2), 143-157.

BOARDMAN, D. J. (1974) Objectives and constraints in geographical fieldwork, 6 (2), 158-166.

OBANYA, P. A. I. (1974) Nigerian teachers' reception of a new French syllabus, 6 (2), 167-172.



Reviews

PRING, R. (1974) Review of Case Studies of Educational Innovation: I At the Central Level (Paris: Centre for Educational Research and Innovation, Organization for Economic Co-operation and Development, 1973) and Schools Council, Pattern and Variation in Curriculum Development Projects, Schools Council Research Study (London: Macmillan, 1973), 6 (2), 173-175. [See 6 (2), 178-181 and 184-186.]

MUNRO, R. (1974) Review of Schools Council, Evaluation in Curriculum Development: Twelve Case Studies, papers from the Schools Council's evaluators on aspects of their work (London: Macmillan, 1973), 6 (2), 175-177.

RUDDUCK, J. (1974) Review of Case Studies of Educational Innovation: II At the Regional Level; III At the School Level (Paris: Centre for Educational Research and Innovation, Organization for Economic Co-operation and Development, 1973), 6 (2), 178-181. [See 6 (2), 173-175 and 184-186.]

RUDDUCK, J. (1974) Review of J. G. Owen, The Management of Curriculum Development (Cambridge: Cambridge University Press, 1973), 6 (2), 181-182.

LAWTON, D. (1974) Review of P. H. Taylor and J. Walton (eds), The Curriculum: Research, Innovation and Change (London: Ward Lock, 1973), 6 (2), 182-183.

HOGAN, D. (1974) Review of Case Studies of Educational Innovation: IV Strategies for Innovation in Education (Paris: Centre for Educational Research and Innovation, Organization for Economic Co-operation and Development, 1973), 6 (2), 184-186. [See 6 (2), 173-175 and 178-181.]

WEBSTER, J. R. (1974) Review of D. Sharp, B. Thomas, E. Price, G. Francis and I. Davies, Attitudes to Welsh and English in the Schools of Wales, Schools Council Report (London: Macmillan, 1973), D. Sharp, B. Thomas, E. Price, G. Francis and I. Davies, Some Aspects of Welsh and English: A Survey in the Schools of Wales, Schools Council Report (London: Macmillan, 1973) and D. Sharp, Language in Bilingual Communities (London: Edward Arnold, 1973), 6 (2), 186-188.



JOURNAL OF CURRICULUM STUDIES: VOLUME 7: 1975

JCS, 7 (1), May 1975



Articles

WILLIS, G. H. (1975) Curriculum criticisms and literary criticism, 7 (1), 3-17.

VULLIAMY, G. (1975) Music education: some critical comments, 7 (1), 18-25.

EISNER, E. W. (1975) Curriculum development in Stanford University's Kettering Project: recollections and ruminations, 7 (1), 26-41.



Case study

CLARK, D. B. (1975) Group work with early school leavers, 7 (1), 42-54.



Research section

JONES, L. (1975) Secondary music teachers' attitudes towards the teaching of their subject, 7 (1), 55-68.

JUNGWIRTH, E. (1975) A study of the stability of biology teachers' priorities and expectations, 7 (1), 69-77.

YOLOYE, E. A. (1975) Readability indices in the evaluation of curriculum materials, 7 (1), 78-84.



Reviews

RICHARDS, C. (1975) Review of M. Parry and H. Archer, Pre-school Education, Schools Council Research Study (London: Macmillan, 1974) and P. H. Taylor, W. A. Reid, B. J. Holley and G. Exon, Purpose, Power and Constraint in the Primary School Curriculum, Schools Council Research Study (London: Macmillan, 1974), 7 (1), 85-87.

HARLEN, W. (1975) Review of M. D. Shipman with D. Bolam and D. Jenkins, Inside a Curriculum Project: A Case Study in the Process of Curriculum Change (London: Methuen, 1974), 7 (1), 87-90.

WHITFIELD, R. (1975) Review of C. M. L. Miller and M. Parlett, Up to the Mark: A Study of the Examination Game, Monograph 21 (London: Society for Research into Higher Education, 1974), D. E. Fowles, CSE: Two Research Studies, [Certificate of Secondary Education] Schools Council Examinations Bulletin 28 (Evans/Methuen, 1974) and J. M. Thyne, Principles of Examining (London: University of London Press, 1974), 7 (1), 90-93.

CHARLTON, K. (1975) Review of D. Layton, Science for the People: The Origins of the School Science Curriculum in England (London: Allen & Unwin, 1973), 7 (1), 93-94.



JCS, 7 (2), November 1975



Articles

BACCHUS, M. K. (1975) Secondary school curriculum and social change in an emergent nation [Guyana], 7 (2), 99-121.

SOULSBY, D. (1975) Gagné's hierarchical theory of learning: some conceptual difficulties, 7 (2), 122-132. [See 7 (2), 133-134.]

GAGNÉ, R. M. (1975) Learning hierarchies and learning conditions, 7 (2), 133-134. [See 7 (2), 122-132.]

LUTTERODT, S. A. (1975) A systematic approach to curriculum evaluation, 7 (2), 135-150.

DEMING, B. S. (1975) A learning hierarchies approach to social studies instruction, 7 (2), 151-159.



Case study

GOODSON, I. (1975) The teachers' curriculum and the new reformation, 7 (2), 160-169.



Reviews

LOVERING, M. (1975) Review of The Schools Council Design and Craft Education Project [Education Through Design and Craft, Materials and Design, Design for Today, You are a Designer, Connections and Constructions, Looking at Design] (London: Edward Arnold, 1974-1975) and P. Green, Design Education: Problem Solving and Visual Experience (London: Batsford, 1974), 7 (2), 170-173.

WALKER, R. (1975) Review of Science Teacher Education Project [package, including Activities and Experiences, Theory into Practice, R. Schofield (ed.), Meadowbank School, G. G. Carré and J. O. Head (eds), Through the Eyes of the Pupil, E. W. Jenkins and R. C. Whitfield (eds), Readings in Science Education, M. Graham (ed.), Film Review, C. R. Sutton and J. T. Haysom (eds), The Art of the Science Teacher, and J. Haysom and C. R. Sutton, Innovation in Teacher Education] (London: McGraw-Hill, 1974), 7 (2), 173-175.

ALMOND, L. (1975) Review of J. Elliott and C. Adelman, Ford Teaching Project [Unit One: Patterns of Teaching (six booklets), Unit Two: Research Methods (eight booklets), Unit Three: Hypotheses (two booklets) and Unit Four: Teacher Case Studies (five booklets)] (Norwich, UK: Centre for Applied Research in Education, University of East Anglia, 197?), 7 (2), 175-178.

PRING, R. (1975) Review of P. H. Hirst, Knowledge and the Curriculum (London: Routledge & Kegan Paul, 1975) and K. Thompson and J. White, Curriculum Development: A Dialogue (London: Pitman, 1975), 7 (2), 178-181.

HOLT, M. (1975) Review of W. A. Reid and D. F. Walker (eds), Case Studies in Curriculum Change: Britain and the United States (London: Routledge and Kegan Paul, 1975), 7 (2), 182-184.

TURNER, T. (1975) Lost in words. Review of P. Doughty, Language, 'English' and the Curriculum, Schools Council Programme in Linguistics and English Teaching (London: Edward Arnold, 1974) and P. Doughty and G. Thornton (eds), Explorations in Language Study Series [B. Harrison, English as a Second and Foreign Language (1973), R. S. Gurney, Language, Brain and Interactive Processes (1973), E. Ashworth, Language in the Junior School (1973), M. A. K. Halliday, Explorations in the Functions of Language (1973), P. S. Doughty and G. M. Thornton, Language Study, the Teacher and the Learner (1973), G. Thornton, Language, Experience and School (1974), P. S. and E. A. Doughty, Language and Community (1974) and M. A. K. Halliday, Learning how to Mean: Explorations in the Development of Language (1975)] (London: Edward Arnold, 1973-1975), 7 (2), 184-188.



JOURNAL OF CURRICULUM STUDIES: VOLUME 8: 1976

JCS, 8 (1), May 1976



Articles

CUSICK, P. A., MARTIN, W. and PALONSKY, S. (1976) Organizational structure and student behaviour in secondary school, 8 (1), 3-13.

PRATT, D. (1976) Humanistic goals and behavioural objectives: towards a synthesis, 8 (1), 15-25.

FONTANA, D. (1976) Formulating objectives in nursery education, 8 (1), 27-34.

PORTAL, C. (1976) The place of open learning in secondary school history, 8 (1), 35-43.

GOOD, T. L. and POWER, C. N. (1976) Designing successful classroom environments for different types of students, 8 (1), 45-60.



Research section

COCHRAN, D. W. and TUCKMAN, B. W. (1976) A comparison of regular and open classroom processes, 8 (1), 61-69.

WILSON, J. A. (1976) Question choice in A-level Physics, 8 (1), 71-78.

OKUNROTIFA, P. O. (1976) The effect of stating behavioural objectives on class performance and retention in geography, 8 (1), 79-84.



Reviews

MCMAHON, H. (1976) Review of R. Walker and C. Adelman, A Guide to Classroom Observation (London: Methuen, 1975), 8 (1), 85-86.

BARNES, D. (1976) Institutions and awareness. Review of W. Pinar (ed.), Heightened Consciousness, Cultural Revolution and Curriculum Theory (Berkeley, CA: McCutchan, 1974), V. Houghton and K. Richardson (eds), Recurrent Education (London: Ward Lock, 1974), G. Chanan and L. Gilchrist, What School is For (London: Methuen, 1974), F. Musgrove, Ecstasy and Holiness (London: Methuen, 1974) and H. G. Macintosh and L. A. Smith, Towards a Freer Curriculum (London: University of London Press, 1974), 8 (1), 86-90.

GRIFFITHS, R. (1976) Review of G. Brown, Microteaching: A Programme of Teaching Skills (London: Methuen, 1975), 8 (1), 90-91.

BALL, J. (1976) Review of P. H. Taylor (ed.), Aims, Influence and Change in the Primary School Curriculum, Monographs in Curriculum Studies No. 1 (Windsor, UK: NFER Publishing, 1975) and R. Sharp and A. Green with J. Lewis, Education and Social Control: A Study in Progressive Primary Education (London: Routledge & Kegan Paul, 1975), 8 (1), 91-94.

WILKOF, N. J. (1976) Review of L. Stenhouse, An Introduction to Curriculum Research and Development (London: Heinemann, 1975), 8 (1), 94-96.

 

JCS, 8 (2), November 1976



Articles

MUSGROVE, F. (1976) Marginality, education and the reconstruction of reality, 8 (2), 101-109.

DREEBEN, R. (1976) The unwritten curriculum and its relation to values, 8 (2), 111-124.

PARSONS, C. (1976) The new evaluation: a cautionary note, 8 (2), 125-138.

LOWE, R. (1976) The divided curriculum: Sadler, Morant and the English secondary school, 8 (2), 139-148.

COHEN, A. and LAOSA, L. M. (1976) Second language instruction: some research considerations, 8 (2), 149-165.

NISBET, J. (1976) Contrasting structures for curriculum development: Scotland and England, 8 (2), 167-170.



Research section

ORAM, R. (1976) Curriculum development in first-cycle education: some implications of a study of teacher opinion in a developing country, 8 (2), 171-181.



Reviews

GOOD, T. L. (1976) Review of N. Bennett with J. Jordan, G. Long and B. Wade, Teaching Styles and Pupil Progress (London: Open Books, 1976), 8 (2), 183-186.

BELLACK, A. A. (1976) Review of D. Barnes, From Communication to Curriculum (Harmondsworth, UK: Penguin, 1976), 8 (2), 186-187. [See 19 (1), 95-97.]

KINGDOM, E. F. (1976) Theory and curriculum practice. Review of R. Barrow, Common Sense and the Curriculum (London: Allen & Unwin, 1976), P. H. Hirst, J. White, M. F. D. Young, R. Pring and J. G. Owen, The Curriculum: The Doris Lee Lectures 1975 (London: Institute of Education, University of London, 1975), R. Pring, Knowledge and Schooling (London: Open Books, 1976) and Schools Council Working Party on the Whole Curriculum, The Whole Curriculum 13-16, Schools Council Working Paper 53 (London: Evans/Methuen, 1975), 8 (2), 187-189.

HOLLEY, B. J. (1976) Curriculum design. Review of I. K. Davies, Objectives in Curriculum Design (London: McGraw-Hill, 1976), H. Sockett, Designing the Curriculum (London: Open Books, 1976) and D. Warwick, Curriculum Structure and Design (London: University of London Press, 1975), 8 (2), 189-191.

WELTON, J. (1976) Innovation and change: 'seed money'...and some fell on stony ground. Review of Federal Programs Supporting Educational Change, 5 vols [I. A Model of Educational Change; II. Factors Affecting Change Agent Projects; III. Appendices; IV. The Findings In Review; V. Executive Summary], US Office of Education, Department of Health, Education and Welfare (Santa Monica, CA: Rand Corporation, 1974-1975), 8 (2), 192-195.

LYNCH, J. (1976) Evaluating the evaluators: democracy for the elite. Review of D. Hamilton, Curriculum Evaluation (London: Open Books, 1976) and D. Tawney (ed.), Curriculum Evaluation Today: Trends and Implications, Schools Council Project Evaluators' Group (London: Schools Council/Macmillan, 1976), 8 (2), 195-196.

CAVE, R. G. (1976) Review of J. Rudduck, Dissemination of Innovation: The Humanities Curriculum Project, Schools Council Working Paper 56 (London: Evans/Methuen, 1976) and B. MacDonald and R. Walker, Changing the Curriculum (London: Open Books, 1976), 8 (2), 196-198.



JOURNAL OF CURRICULUM STUDIES: VOLUME 9: 1977

JCS, 9 (1), May 1977



Articles

KALLÓS, D. and LUNDGREN, U. P. (1977) Lessons from a comprehensive school system for curriculum theory and research, 9 (1), 3-20.

HARLEN, W. (1977) A stronger teacher role in curriculum development?, 9 (1), 21-29.

HEGARTY, E. H. (1977) The problem identification phase of curriculum deliberation: use of the nominal group technique, 9 (1), 31-41.

WISE, A. E. (1977) Why educational policies often fail: the hyperrationalization hypothesis, 9 (1), 43-57.

FERGUS, H. A. (1977) Towards the formulation of an O-Level syllabus in Caribbean history, 9 (1), 59-66.



Research section

TAMIR, P. (1977) The relationship between cognitive preferences of students and their teachers, 9 (1), 67-74.

EVANS, W. and BEHRMAN, E. H. (1977) Strategy for evaluating curriculum implementation, 9 (1), 75-80.



Case study

SABAR, N. (1977) An integrative in-service training for a curriculum team, 9 (1), 81-89.



Reviews

KEMMIS, S. (1977) Review of P. L. Dressel, Handbook of Academic Evaluation (San Francisco: Jossey-Bass, 1976), 9 (1), 91-94.

WHITE, J. (1977) Review of B. S. Bloom, Human Characteristics and School Learning (New York: McGraw-Hill, 1976), 9 (1), 94-95.

HEARNDEN, A. (1977) Review of D. Waterkamp, Lehrplanreform in der DDR [East Germany] (Verlag, 1975), 9 (1), 95-96.



JCS, 9 (2), November 1977



Editorial, 9 (2), 99.

Articles

O'KEEFFE, D. J. (1977) Towards a socio-economy of the curriculum, 9 (2), 101-109.

DUNSTAN, J. (1977) Curriculum change and the Soviet school, 9 (2), 111-123.

FRASER, B. J. (1977) Evaluating the intrinsic worth of curricular goals: a discussion and an example, 9 (2), 125-132.

DE CORTE, E. (1977) Recent innovations in secondary education in Belgium, 9 (2), 133-143.



Research section

TAMIR, P. (1977) Questioning practices in the teaching of high school biology in Israel, 9 (2), 145-156.

DUKE, D. L. (1977) Debriefing: a tool for curriculum research and course improvement, 9 (2), 157-163.



Reports section

PURVES, A. C. (1977) Testing competence in English, 9 (2), 165-171.

RUSSELL, A. B. (1977) School assessments: an investigation, 9 (2), 171-175.

COHEN, D., DEER, C., HARRISON, M. and THOMPSON, G. (1977) The minicourse: helping teachers with curriculum change, 9 (2), 175-180.



Reviews

SHIPMAN, M. D. (1977) Review of R. E. Jennings, Education and Politics: Policy-making in Local Education Authorities (London: Batsford, 1977), 9 (2), 181-182.

VALLANCE, E. (1977) Review of E203 Curriculum Design and Development, 32 units [package: Units 1-8: Perspectives on the Curriculum, Units 9-21: Curriculum Design, Units 22-32: Curriculum Innovation] (Milton Keynes, UK: Open University, 1976), 9 (2), 182-185.

ROYER, W. L. (1977) The changing classroom. Review of J. Eggleston (ed.), The Changing Classroom, 10 booklets [T. Woof, Developments in Art Teaching, J. Eggleston, Developments in Design Education, L. McGregor, Developments in Drama Teaching, J. Lancaster and J. Gaunt, Developments in Early Childhood Education, M. Saunders, Developments in English Teaching, P. Boden, Developments in Geography Teaching, I. Steele, Developments in History Teaching, F. R. Watson, Developments in Mathematics Teaching, C. Wringe, Developments in Modern Language, and D. Gleeson and G. Whitty, Developments in Social Studies Teaching] (London: Open Books, 1976), 9 (2), 185-187.

MITCHELL, P. (1977) Heads. Review of G. Lyons, Heads' Tasks: A Handbook of Secondary School Administration (Windsor, UK: NFER Publishing, 1977) and R. S. Peters (ed.), The Role of the Head (London: Routledge & Kegan Paul, 1977), 9 (2), 187-189.

BELL, D. L. (1977) Schooling and capitalism. Review of M. Hammersley and P. Woods (eds), The Process of Schooling: A Sociological Reader (London: Routledge & Kegan Paul for the Open University, 1976) and R. Dale, G. Esland and M. MacDonald (eds), Schooling and Capitalism (London: Routledge & Kegan Paul, 1977), 9 (2), 189-191.

ADELMAN, C. (1977) Case-studies. Review of H. Brügelmann, The Teacher's Centre: A Collection of Expectations and Experiences, Safari Case Studies (Norwich, UK: Centre for Applied Research in Education, University of East Anglia, 1977), D. Hamilton, In Search of Structure: Essays from a New Scottish Open-plan Primary School (London: Hodder & Stoughton for the Scottish Council for Research in Education, 1977), J. Heywood and H. Montagu-Pollock, Science for Arts Students: A Case-study in Curriculum Development (Guildford, UK: The Society for Research into Higher Education at the University of Surrey, 1977) and D. Layton (ed.), Studies in Science Education, Vol. 4 (Leeds, UK: Centre for Studies in Science Education, University of Leeds, 1977), 9 (2), 191-194.



JOURNAL OF CURRICULUM STUDIES: VOLUME 10: 1978

JCS, 10 (1), January-March 1978



Curriculum studies in the last decade

SHAW, K. E. (1978) Understanding the curriculum: the approach through case studies, 10 (1), 1-17.



Articles

KAUFMAN, B. A.. (1978) Piaget, Marx, and the political ideology of schooling, 10 (1), 19-44.

KEMMIS, S. (1978) Nomothetic and idiographic approaches to the evaluation of learning, 10 (1), 45-59.



Research section

TEBBUTT, M. J. (1978) The growth and eventual impact of curriculum development projects in science and mathematics, 10 (1), 61-73.

GOOD, T., GROUWS, D. A. and BECKERMAN, T. M. (1978) Curriculum pacing: some empirical data in mathematics, 10 (1), 75-81.



Reviews

COOPER, K. (1978) What dog? what tail? Review of M. Skilbeck, Triennial Program 1977-79 (Canberra, AU: Curriculum Development Centre, 1977), A. I. Oliver, Curriculum Improvement: A Guide to Problems, Principles, and Process, 2nd edn (New York: Harper & Row, 1977) and R. G. Munro, Innovation: Success or Failure? (London: Hodder & Stoughton, 1977), 10 (1), 83-84.

WROE, N. (1978) The underground and education. Review of M. Smith, The Underground and Education: A Guide to the Alternative Press (London: Methuen, 1977) and J. Stone and F. Taylor, The Parent's Schoolbook (Harmondsworth, UK: Penguin, 1976), 10 (1), 84-85.

BULL, J. (1978) Getting to the somnolent judges and the sleeping dogs. Review of M. Downey, Interpersonal Judgements in Education (London: Harper & Row, 1977) and D. F. Juniper, Human Relationships for Schools and Colleges (Peppard Common, UK: Cressrelles, 1977), 10 (1), 85-87.

GOLBY, M. (1978) Born curious. Review of R. A. Hodgkin, Born Curious: New Perspectives in Educational Theory (New York: Wiley, 1976), M. E. Downey and A. V. Kelly, Theory and Practice of Education: An Introduction (London: Harper & Row, 1977) and J. Wilson, Philosophy and Practical Education (London: Routledge & Kegan Paul, 1977), 10 (1), 87-88. [See 19 (5), 479-481.]

BRIDGES, D. (1978) Review of D. Barnes and F. Todd, Communication and Learning in Small Groups (London: Routledge & Kegan Paul, 1977), 10 (1), 88-90.

CRANSTON, D. (1978) Review of L. McGregor, M. Tate and K. Robinson, Learning Through Drama, Report of the Schools Council Drama Teaching Project (10-16) (London: Heinemann, 1977), 10 (1), 90-92.

WHITFIELD, R. (1978) Sociological perspectives for curriculum planning. Review of W. Tyler, The Sociology of Educational Inequality, C. Lacey, The Socialization of Teachers, J. Eggleston, The Ecology of the School, 'Contemporary Sociology of the School' Series (London: Methuen, 1977), 10 (1), 92-93.

CUTLER, V. (1978) Now you see me, now you don't.... Review of F. Taylor, Race, School and Community: A Study of Research and Literature (Windsor, UK: NFER Publishing, 1975) and R. H. Giles, The West Indian Experience in British Schools: Multi-Racial Education and Social Disadvantage in London (London: Heinemann, 1977), 10 (1), 94-95.

WILLIAMS, M. (1978) Curriculum development. Review of A. V. Kelly, The Curriculum: Theory and Practice (London: Harper & Row, 1977), C. H. Edwards, A Systematic Approach to Instructional Design (Champaign, IL: Stipes, 1977), C. H. Edwards, Readings in Curriculum: A Process Approach (Champaign, IL: Stipes, 1977) and D. P. Fromberg, Early Childhood Education: A Perceptual Models Curriculum (New York: Wiley, 1977), 10 (1), 95-97.

FINLAYSON, R. (1978) Do we need an educational 'mastercover'? Review of C. Jones-Davies and R. A. Cave (eds), The Disruptive Pupil in the Secondary School (London: Ward Lock, 1977) and A. D. Weir and F. J. Nolan, Glad to be Out?, a study of school leavers (Edinburgh: Scottish Council for Research in Education, 1977), 10 (1), 97-98.



JCS, 10 (2), April-June 1978



Curriculum Studies in the Last Decade

MUSGROVE, F. (1978) Curriculum, culture and ideology, 10 (2), 99-111.



Articles

THOMAS, R. (1978) Objectives and the teaching of literature, 10 (2), 113-121.

EGAN, K. (1978) Some presuppositions that determine curriculum decisions, 10 (2), 123-133.

ORAM, R. (1978) An action frame of reference as a register for curriculum discourse, 10 (2), 135-149.



Research section

GORDON, M. and GROSS, R. J. (1978) An exploration of the interconnecting perspective of teaching style and teacher education, 10 (2), 151-157.

KING, R. (1978) Multiple realities and their reproduction in infants' classrooms, 10 (2), 159-167.

TISHER, R. P. and POWER, C. N. (1978) The learning environment associated with an Australian curriculum innovation, 10 (2), 169-184.



Reviews

DANCY, J. C. (1978) Review of J. E. Sharwood Smith, On Teaching Classics (London: Routledge & Kegan Paul, 1977), 10 (2), 185-186.

ANTHONY, D. (1978) In corpore sano. Review of J. E. Kane (ed.), Movement Studies and Physical Education: A Handbook for Teachers (London: Routledge & Kegan Paul, 1977) and B. Knapp, Skill in Sport-The Attainment of Proficiency (London: Routledge & Kegan Paul, 1977), 10 (2), 186-187.

MITSON, R. (1978) Assessment. Review of Schools Council, Assessment and Testing in the Secondary School (London: Methuen, 1977) and H. G. Macintosh with D. E. Hale, Assessment and the Secondary School Teacher (London: Routledge & Kegan Paul, 1976), 10 (2), 188-192.

MACARTNEY, F. (1978) On teaching. Review of M. McKenzie and W. Kernig, The Challenge of Informal Education: Extending Young Children's Learning in the Open Classroom (Darton, UK: Longman and Todd, 1975), B. Rapaport and D. Westgate, Children Learning French: An Attempt at First Principles (London: Methuen, 1974) and H. R. Kohl, On Teaching (London: Methuen, 1977), 10 (2), 192-193.

MORRIS, P. (1978) Review of K. Robinson and R. Wilson (eds), Extending Economics Within the Curriculum (London: Routledge & Kegan Paul, 1977), 10 (2), 194-195.



JCS, 10 (3), July-September 1978



Curriculum studies in the last decade

EISNER, E. W. (1978) Humanistic trends and the curriculum field, 10 (3), 197-204.



Articles

PINAR, W. F. (1978) The reconceptualization of curriculum studies, 10 (3), 205-214.

HARNISCHFEGER, A. and WILEY, D. E. (1978) Conceptual issues in models of school learning, 10 (3), 215-231.

WATTS, A. G. (1978) The implications of school-leaver unemployment for careers education in schools, 10 (3), 233-250.



Essay review

O'KEEFFE, D. J. (1978) Profit and control: the Bowles and Gintis thesis. Review of S. Bowles and H. Gintis, Schooling in Capitalist America: Education and the Contradictions of Economic Life (London: Routledge & Kegan Paul, 1976), 10 (3), 251-261.



Reports section

LABBETT, B. (1978) The local history classroom project, 10 (3), 263-264.

STAKE, R. E. (1978) On seeing and measuring, 10 (3), 265.

IRELAND, D. and RUSSELL, T. (1978) The Ottawa Valley Teaching Project, 10 (3), 266-268.



Reviews

WILKES, J. (1978) Victorian order. Review of P. McCann (ed.), Popular Education and Socialization in the Nineteenth Century (London: Methuen, 1977), D. K. Jones, The Making of the Education System, 1851-1881 (London: Routledge & Kegan Paul, 1977) and R. Bell and N. Grant, Patterns of Education in the British Isles (London: Allen & Unwin, 1977), 10 (3), 269-271.

MCKNIGHT, C. C. (1978) School for thought. Review of R. C. Anderson, R. J. Spiro and W. E. Montague (eds), Schooling and the Acquisition of Knowledge (Hillsdale, NJ: Erlbaum/ Halstead Press, 1977) and J. M. Scandura, Problem Solving: A Structural/Process Approach with Instructional Implications (New York: Academic Press, 1977), 10 (3), 271-274.

OGILVIE, E. (1978) Review of J. D. Novak, A Theory of Education (Ithaca, NY: Cornell University Press, 1977), 10 (3), 274-275.

MUSGRAVE, P. W. (1978) Stirring the pot. Review of E. J. King (ed.), Reorganizing Education: Management and Participation for Change (London: Sage, 1977), 10 (3), 275-277.

MAEHR, M. L. (1978) Education, values and society. Review of J. Raven, Education, Values and Society: The Objectives of Education and The Nature and Development of Competence (London: Lewis, 1977), 10 (3), 277-278.

SACHSENMEIER, P. (1978) Altogether. Review of R. Skager and R. H. Dave with K. G. Robinson (eds), Curriculum Evaluation for Lifelong Education: Developing Criteria and Procedures for the Evaluation of School Curricula in the Perspective of Lifelong Education: A Multinational Study (Oxford: Pergamon, for the UNESCO Institute of Education, 1977), 10 (3), 278-279.

MURRELL, J. (1978) Review of J. Turner, Psychology for the Classroom (London: Methuen, 1977), 10 (3), 279-281.

HODGKINSON, K. and BLEASE, D. (1978) Review of D. McIntyre, G. MacLeod and R. Griffiths (eds), Investigations of Microteaching (London: Croom Helm, 1976), 10 (3), 281-282.



JCS, 10 (4), October-December 1978



Curriculum studies in the last decade

WESTBURY, I. (1978) Research into classroom processes: a review of ten years' work, 10 (4), 283-308.



Articles

WOODS, P. (1978) Negotiating the demands of schoolwork, 10 (4), 309-327.



Case study

GREIG, C. and REID, W. A. (1978) Proposals and possibilities in curriculum development: a study of the Cambridge School Classics Project, 10 (4), 329-348.



Reports

SUTTON, C. (1978) Talking about curriculum change [Notes from the Bat-Sheva Seminar on 'Curriculum Implementation and its Relationship to Curriculum Development in Science' (1978)], 10 (4), 349-351.

HARDING, J. M. (1978) Curriculum change: a model of teacher decision-making, 10 (4), 351-355.

ELLIOTT, J. (1978) What is action-research in schools?, 10 (4), 355-357.



Reviews

BRENNAN, W. K. (1978) Review of W. B. Dockrell, W. R. Dunn and A. Milne (eds), Special Education in Scotland (Edinburgh: Scottish Council for Research in Education, 1978), 10 (4), 359-360.

BRENNAN, W. K. (1978) Review of J. E. Roueche and J. J. Snow, Overcoming Learning Problems: A Guide to Developmental Education in College (San Francisco: Jossey-Bass, 1978), 10 (4), 360-361.

WHITE, P. (1978) Review of T. Tapper and B. Salter, Education and the Political Order: Changing Patterns of Class Control (London: Macmillan, 1978), 10 (4), 361-362.

WHITE, J. (1978) Review of A. Brent, Philosophical Foundations for the Curriculum (London: Allen & Unwin, 1978), 10 (4), 363-365.

BARROW, R. (1978) Review of K. A. Strike and K. Egan (eds), Ethics and Educational Policy (London: Routledge & Kegan Paul, 1978), 10 (4), 365-366,

ROBINSON, A. (1978) Review of H. Tolley and J. B. Reynolds, Geography 14-18: A Handbook for School-Based Curriculum Development, Schools Council Geography 14-18 Project (London: Macmillan, 1977), 10 (4), 366-368.

ANDERSON, T. (1978) Evaluation in education. Review of 'Difference in achievement: a comparison overtime of ethnic group achievement in the Israeli elementary school', Evaluation in Education: International Progress, 1 (1), 1977), 10 (4), 368-370.

ANDERSON, T. (1978) Review of A. Ross, D. McNamara and J. Whittaker, An Experiment in Teacher Education, Research into Higher Education, Monograph 29 (Guildford, UK: Society for Research into Higher Education, 1977), 10 (4), 370-371.



JOURNAL OF CURRICULUM STUDIES: VOLUME 11: 1979

JCS, 11 (1), January-March 1979



Curriculum studies in the last decade

HOUSE, E. R. (1979) Technology versus craft: a ten year perspective on innovation, 11 (1), 1-15.



Articles

WISE, R. I. (1979) The need for retrospective accounts of curriculum development, 11 (1), 17-28.

CARNINE, D. (1979) Direct instruction: a successful system for educationally high-risk children, 11 (1), 29-45.

RUTHERFORD, W. L. (1979) Criterion-referenced programmes: the missing element, 11 (1), 47-52.

MEIGHAN, R. and ROBERTS, M. (1979) Autonomous study and educational ideologies: a review of some theoretical and practical issues with special reference to the Schools Council General Studies Project, 11 (1), 53-67.



Case study

SIMON, R. I. (1979) Time, authority and the modification of student roles, 11 (1), 69-86.



Reports

SABAR, N. and SHAFRIRI, N. (1979) Workshop for teachers as curriculum developers and implementers, 11 (1), 87-89.

CONNELLY, F. M., ENNS, R. J. and JACKSON, R. W. B. (1979) The Royal Commission on Declining School Enrolments in Ontario: a bulletin on the Commission and its studies in curriculum, 11 (1), 90-95. [See 11 (1), 95-96.]

BRIAULT, E. (1979) Reaction to F. Michael Connelly, R. J. Enns and R. W. B. Jackson, 11 (1), 95-96. [See 11 (1), 90-95.]



Reviews

WALKER, R. (1979) Contemporary sociology of the school. Review of T. Whiteside, The Sociology of Educational Innovation (London: Methuen, 1978) and P. W. Musgrave, The Moral Curriculum: A Sociological Analysis (London: Methuen, 1978), 11 (1), 97.

ELLIOTT, J. (1979) Telling stories and studying cases. Review of D. M. Galloway, Case Studies in Classroom Management (London: Longman, 1976), 11 (1), 98-99.

MITCHELL, P. (1979) Review of D. Hamblin, The Teacher and Pastoral Care (Oxford: Blackwell, 1978), 11 (1), 99-100.

HORTON, K. (1979) Teaching history. Review of A. K. Dickinson and P. J. Lee (eds), History Teaching and Historical Understanding (London: Heinemann, 1978) and B. Garvey and M. Krug, Models of History Teaching in the Secondary School (Oxford: Oxford University Press, 1978), 11 (1), 101-102.

WOODWARD, A. (1979) Review of D. Lawton, Education and Social Justice

(London: Sage, 1977), 11 (1), 102-104.

DERRICOTT, R. (1979) Review of H. Entwhistle, Class, Culture and Education (London: Methuen, 1977), 11 (1), 104-106.

SIMMS, J. A. (1979) Review of D. Fontana (ed.), The Education of the Young Child (London: Open Books, 1978), 11 (1), 106-108.



JCS, 11 (2), April-June 1979



Articles

EISNER, E. W. (1979) The contribution of painting to children's cognitive development, 11 (2), 109-116.

ANDERSON, D. C. (1979) Curriculum innovation and local need, 11 (2), 117-123.

LABBETT, B. D. C. (1979) The search for history: a curriculum specification, 11 (2), 125-135.

GOLBY, M. and GULLIVER, J. R. (1979) Whose remedies, whose ills?: a critical review of remedial education, 11 (2), 137-147.



Research section

DUET, C. and NEWFIELD, J. (1979) Curriculum leaders' valuing of the consequences of magnet and comprehensive schools, 11 (2), 149-158.

TEBBUTT, M. J. and ATHERTON, M. A. (1979) A 'reaction kinetics' model for the growth of curriculum projects, 11 (2), 159-166.



Essay review

REID, W. A. (1979) Making the problem fit the method: a review of the 'Banbury Enquiry'. Review of D. Newbold, Ability Grouping: The Banbury Enquiry (Windsor, UK: NFER Publishing, 1977), 11 (2), 167-173.



Report

CLARK, C. M. and YINGER, B. (1979) Research on teacher planning: a progress report, 11 (2), 175-177.



Reviews

CAVE, R. G. (1979) The young are people. Review of C. F. M. van Lieshout and D. J. Ingran (eds), Stimulation of Social Development in School: Research with Particular Reference to Pupils Aged 4-12 (Amsterdam: Council of Europe and Swets & Zeitlinger, 1978) and J. Eggleston (ed.), Experimental Education for Pupils Aged 10-14: European Research in Curriculum and Evaluation (Amsterdam: Swets & Zeitlinger, 1978), 11 (2), 179-181.

JOHNSTON, P. (1979) Language and learning. Review of J. Munby, Communicative Syllabus Design: A Sociolinguistic Model for Defining the Content of Purpose-Specific Language Programmes (Cambridge: Cambridge University Press, 1978) and G. Broughton, C. Brumfit, R. Flavell, P. Hill and A. Pincas, Teaching English as a Foreign Language (London: Routledge & Kegan Paul, 1978), 11 (2), 181-183.

WALLIN, E. (1979) Changing the game. Review of U. P. Lundgren, Model Analysis of Pedagogical Processes, Studies in Curriculum Theory and Cultural Reproduction, Vol. 2 (Lund, Sweden: CWK Gleerup, 1977), 11 (2), 183-186.

HIPKIN, J. (1979) Review of B. Crick and A. Porter (eds), Political Education and Political Literacy, Report and papers of and the evidence submitted to the Working Party of Hansard Society's 'Programme for Political Education' (London: Longman, 1978), 11 (2), 186-187.

BARNES, D. (1979) Codes or competence? Review of W. P. Robinson, Language Management in Education: The Australian Context (Sydney, AU: Allen & Unwin, 1977) and J. and J. Ritchie, Growing Up in New Zealand (Sydney, AU: Allen & Unwin, 1978), 11 (2), 187-189.



JCS, 11 (3), July-September 1979



Articles

KLIEBARD, H. M. (1979) The drive for curriculum change in the United States, 1890-1958. I--The ideological roots of curriculum as a field of specialization, 11 (3), 191-202. [See 11 (4), 273-286.]

TRAVERS, K. J. (1979) The Second International Mathematics Study: purposes and design, 11 (3), 203-210.

MITRANO, B. S. (1979) Feminist theology and curriculum theory, 11 (3), 211-220.

VALLANCE, E. (1979) Lessons from the non-ivory tower, or what curriculum theory can learn from adult post-secondary education, 11 (3), 221-231.



Research section

RENTOUL, A. J. and FRASER, B. J. (1979) Conceptualization of enquiry-based or open classroom learning environments, 11 (3), 233-245.

BEN-PERETZ, M. and KREMER, L. (1979) Curriculum implementation and the nature of curriculum materials, 11 (3), 247-255.



Report

COHEN, D. and HARRISON, M. (1979) Curriculum decision-making in Australian education: what decisions are made within schools?, 11 (3), 257-262.



Reviews

BLYTH, A. (1979) All things bright and beautiful? Review of Creativity of the School: Conclusions of a Programme of Enquiry (Paris: Centre for Educational Research and Innovation, Organization for Economic Co-operation and Development, 1978) and R. King, All Things Bright and Beautiful? A Sociological Study of Infants' Classrooms (New York, Wiley, 1978), 11 (3), 263-264.



PLUNKETT, D. (1979) Sociology of education. Review of L. Barton and R. Meighan, Sociological Interpretations of Schooling and Classrooms: A Reappraisal (Driffield, UK: Nafferton Books, 1978) and I. Reid, Sociological Perspectives on School and Education (London: Open Books, 1978), 11 (3), 264-267.

RAAB, C. D. (1979) Review of W. Bacon, Public Accountability and the Schooling System: A Sociology of School Board Democracy (New York: Harper & Row, 1978), 11 (3), 267-268.

EGAN, K. (1979) Review of M. Holt, The Common Curriculum: Its Structure and Style in the Comprehensive School (London: Routledge & Kegan Paul, 1978), 11 (3), 268-270. [See 13 (2), 167-170.]

SHIRT, K. (1979) Sexism. Review of S. Harris and K. Morgan (eds), Women and Men (London: Edward Arnold, 1976), J. Nicholson, What Society Does To Girls (London: Virago, 1977), O. Harnett (comp.), Women's Studies in the U.K. (London: London Seminars, 1975) and R. Deem, Women and Schooling (London: Routledge and Kegan Paul, 1978), 11 (3), 270-272.



JCS, 11 (4), October-December 1979



Articles

KLIEBARD, H. M. (1979) The drive for curriculum change in the United States, 1890-1958. II--From local reform to a national preoccupation, 11 (4), 273-286. [See 11 (3), 191-202.]

HARLEN, W. (1979) Accountability that is of benefit to schools, 11 (4), 287-297.



Research section

SCHEINFELD, D. R. and MESSERSCHMIDT, D. (1979) Teachers' classroom ideals, structural decisions, and views of the person-world relationship, 11 (4), 299-314.



Essay review

BREDO, E. and FEINBERG, W. (1979) Meaning, power and pedagogy. Review of P. Bourdieu and J.-C. Passeron, Reproduction in Education, Society and Culture, Sage Studies in Social and Educational Change 5 (London: Sage, 1977), 11 (4), 315-332.



Reports

SACHSENMEIER, P. (1979) Training curriculum developers in Africa: an overview, 11 (4), 333-335.

LORNIE, R. (1979) The design and adoption of curriculum materials for secondary social-science in Papua New Guinea, 11 (4), 336-337.

PARSONS, G. (1979) Set books and static curricula: the case of English literature, 11 (4), 338-340.



Reviews

LOWE, R. (1979) Review of P. Gordon and D. Lawton, Curriculum Change in the Nineteenth and Twentieth Centuries (London: Hodder & Stoughton, 1978), 11 (4), 341.

ERAUT, M. (1979) Nuffield science. Review of M. Waring, Social Pressures and Curriculum Innovation: A Study of the Nuffield Foundation Science Teaching Project (London: Methuen, 1979), 11 (4), 341-346.

REDFERN, B. (1979) Review of D. Best, Philosophy and Human Movement (London: Unwin, 1978), 11 (4), 346-347.

RAE, G. (1979) Education and mental health. Review of W. D. Wall, Constructive Education for Children (London: Harrap, 1975) and W. D. Wall, Constructive Education for Adolescents (London: Harrap, 1977), 11 (4), 347-349.

SAMMONS, M. (1979) Review of B. Curtis and W. Mays (eds), Phenomenology and Education: Self Consciousness and its Development (London: Methuen, 1978), 11 (4), 349-352.

BEATTIE, C. (1979) Think things through! Review of R. Barrow, The Canadian Curriculum: A Personal View (London, ON: Faculty of Education, University of Western Ontario, 1979), 11 (4), 352-355.

BISHOP, A. J. (1979) Teachers' decision-making. Review of J. Eggleston (ed.), Teacher Decision-Making in the Classroom: A Collection of Papers (London: Routledge & Kegan Paul, 1979), 11 (4), 355-356.

BARBER, J. (1979) Review of R. D. Linke (ed.), Education and the Human Environment (Canberra, AU: Curriculum Development Centre, 1977), 11 (4), 356-358.



JOURNAL OF CURRICULUM STUDIES: VOLUME 12: 1980

JCS, 12 (1), January-March 1980



Articles

OLSON, J. K. (1980) Teacher constructs and curriculum change, 12 (1), 1-11.

MARSDEN, W. E. (1980) The West German Geography Curriculum Project: a comparative view, 12 (1), 13-27.

WILSON, P. (1980) Aesthetic education and the compulsory curriculum, 12 (1), 29-39.



Research Section

CLARK, C.M. (1980) Choice of a model for research on teacher thinking, 12 (1), 41-47.

BREDO, E. (1980) Contextual influences on teachers' instructional approaches, 12 (1), 49-60.

GIACQUINTA, J. B. and KAZLOW, C. (1980) The growth and decline of public school innovations: a national study of the open classroom in the United States, 12 (1), 61-73.



Reports

THOMAS, N. (1980) The National Primary Survey: methods and findings, 12 (1), 75-77.

RICHARDS, C. (1980) Demythologizing primary education, 12 (1), 77-78.

BROWN, R. (1980) A visit to the A.P.U. [Assessment of Performance Unit], 12 (1), 78-81.



Reviews

BAILEY, C. (1980) Review of D. Purpel and K. Ryan, Moral Education... It Comes with the Territory (Berkeley, CA: McCutchan, 1979), 12 (1), 83-84.

BLYTH, A. (1980) Roots. Review of R. Gibson, The Nature and Development of Social Understanding: A Report of a Pilot Research Project 1976-78 (Cambridge: Cambridge Institute of Education, 1979), 12 (1), 84.

HOLT, M. J. (1980) Accountability in education. Review of T. Becher and S. Maclure, Accountability in Education (Slough, UK: NFER Publishing, 1978) and J. Lello (ed.), Accountability in Education (London: Ward Lock, 1979), 12 (1), 85-86.

GIACQUINTA, J. B. (1980) From council to classroom. Review of S. Humble and H. Simons, From Council to Classroom: An Evaluation of the Diffusion of the Humanities Research Project (London: Macmillan, 1978), 12 (1), 86-89.

EGGLESTON, J. F. (1980) Review of A. Brimer, G. F. Madows, B. Chapman, T. Kellaghan and R. Wood, Sources of Differences in School Achievement (Slough, UK: NFER Publishing, 1978), 12 (1), 89-91.

MOON, R. (1980) Option schemes. Review of A. Hurman, A Charter for Choice: A Study of Option Schemes (Slough, UK: NFER Publishing, 1979), 12 (1), 91-93.



JCS, 12 (2), April-June 1980



Articles

BEN-PERETZ, M. and CONNELLY, F. M. (1980) Teachers' roles in the using and doing of research and curriculum development, 12 (2), 95-107.

BOARDMAN, D. J. (1980) Dissemination strategies in four geography curriculum projects, 12 (2), 109-121.

BANKS, P. (1980) Herbert Spencer: Victorian curriculum theorist, 12 (2), 123-135.

DEER, C. E. and HARRISON, M. (1980) Practise what you preach: an undergraduate course in curriculum studies, 12 (2), 137-147.



Research Section

WESTBURY, I. (1980) The impact of the Journal of Curriculum Studies: a citation analysis, 12 (2), 149-156.

BOONRUANGRUTANA, S. (1980) The effect of group-focused feedback on learning in classroom instruction, 12 (2), 157-160.



Case study

EJIOGU, A. M. (1980) When innovations are external to the realities and needs of an organization: problems of educational innovations in the developing countries, 12 (2), 161-166.



Reports

ADELMAN, C. and GIBBS, I. (1980) Curriculum development and the changing constituency of students: the case of the colleges of higher education, 12 (2), 167-171.

CLEMSON, D. (1980) The use of Repertory Grid Technique in teaching appraisal: methodological considerations, 12 (2), 171-176.

PINAR, W. F. (1980) Curriculum theory conference, 12 (2), 176-177.

ORMELL, C. (1980) How well do schools provide?, 12 (2), 177-178.



Reviews

KELLY, P. (1980) Curriculum conceptions. Review of E. W. Eisner and E. Vallance, Conflicting Conceptions of Curriculum (Berkeley, CA: McCutchan, 1974) and M. Holt, Regenerating the Curriculum (London: Routledge & Kegan Paul, 1979), 12 (2), 179-180.

THOMPSON, K. (1980) Review of H. Entwistle, Antonio Gramsci: Conservative Schooling for Radical Politics (London: Routledge & Kegan Paul, 1979), 12 (2), 180-181.

AMAREL, M. (1980) The teacher as evaluator. Review of W. Harlen (ed.), Evaluation and the Teacher's Role (London: Macmillan, 1978), 12 (2), 181-183.

BEATTIE, C. (1980) Review of A. Molnar and J. A. Zahorik (eds), Curriculum Theory, Selected papers from the Milwaukee Curriculum Theory Conference, University of Wisconsin-Milwaukee, 1976 (Washington, DC: Association for Supervision and Curriculum Development, 1977), 12 (2), 183-187.



JCS, 12 (3), July-September 1980



Articles

FENSHAM, P. J. (1980) Constraint and autonomy in Australian secondary science education, 12 (3), 189-206.

SABAR, N. and SHAFRIRI, N. (1980) The teacher as curriculum developer: a model for in-service training of teachers in Israel, 12 (3), 207-217.

ROSS, J. A. (1980) The influence of the principal on the curriculum decisions of teachers, 12 (3), 219-230.



Research section

JENNINGS-WRAY, Z. D. (1980) A comparative study of influences and constraints on decision making in the primary-school curriculum: some implications for the teacher as an agent of change in Third World countries, 12 (3), 231-244.



Case study

BJERG, J. and SILBERBRANDT, H. (1980) Roskilde University Center-- a Danish experiment in higher education, 12 (3), 245-261.



Reports

O CONNOR, S. (1980) 'Chocolate Cream Soldiers': evaluating an experiment in non-sectarian education in Northern Ireland, 12 (3), 263-266.

WINTER, R. (1980) An attempt at self-evaluation research in a faculty of education, 12 (3), 266-269.

LUTTERODT, S. A. (1980) Curriculum development in Africa: a cautionary note, 12 (3), 269-270.



Reviews

GIBSON, R. (1980) Are smaller classes better? Review of G. V. Glass and M. L. Smith, Meta-analysis of Research on the Relationship of Class-size and Achievement (San Francisco: Far West Laboratory for Educational Research and Development, 1978) and M. L. Smith and G. V. Glass, Relationship of Class-size to Classroom Processes, Teacher Satisfaction and Pupil Affect: A Meta-analysis (San Francisco: Far West Laboratory for Educational Research and Development), 12 (3), 271-272.

ANDERSON, C. A. (1980) Review of M. S. Archer, Social Origins of Educational Systems (London: Sage, 1979), 12 (3), 272-275.

FEDIGAN, L. (1980) Review of P. L. Peterson and H. J. Walberg (eds), Research on Teaching: Concepts, Findings, and Implications (Berkeley, CA: McCutchan, 1979), 12 (3), 275-277.

BARNES, D. (1980) Linguistics and English teaching. Review of J. Maling-Keepes and B. D. Keepes, Language in Education: The LDP Phase 1 [Language Development Project] (Canberra, AU: Curriculum Development Centre, 1979), 12 (3), 1980, 277-279.

SKINNER, J. E. (1980) Review of J. Lynch, The Reform of Teacher Education in the United Kingdom (Guildford, UK: Society for Research into Higher Education, 1979), 12 (3), 279-280.



JCS, 12 (4), October-December 1980



Articles

HAMILTON, D. (1980) Adam Smith and the moral economy of the classroom system, 12 (4), 281-298.

ROBITAILLE, D. F. (1980) Intention, implementation, realization: the impact of curriculum reform in mathematics, 12 (4), 299-306.

CHAZAN, B. (1980) Study and moral action in contemporary Jewish education, 12 (4), 307-321.

McEWEN, N. (1980) Phenomenology and the curriculum: the case of secondary-school geography, 12 (4), 323-330.

LIOYD, D. I. (1980) The rational curriculum: a critique, 12 (4), 331-342.

ANDERSON, L. M., EVERTSON, C. M. and EMMER, E. T. (1980) Dimensions in classroom management derived from recent research, 12 (4), 343-356.



Essay review

DAVIS, R. B. (1980) The possibly elusive content that needs to be learned. Review of R. R. Skemp, Intelligence, Learning, and Action: A Foundation for Theory and Practice in Education (New York: Wiley, 1979), 12 (4), 357-362.



Reports

ORPWOOD, G. W. F. (1980) Deliberative inquiry into Canadian science education, 12 (4), 363-364.

FRASER, B. J. (1980) Portrayal approach to curriculum evaluation, 12 (4), 364-367.

SMITH, D. L. and FRASER, B. J. (1980) Towards a confluence of quantitative and qualitative approaches to curriculum evaluation, 12 (4), 367-370.



Reviews

GOLBY, M. (1980) Review of L. A. Stenhouse, Curriculum Research and Development in Action (London: Heinemann, 1979), 12 (4), 371-373.

KEEN, T. R. (1980) Choices and chances. Review of A. C. Ryrie, A. Furst and M. Lauder, Choices and Chances: A Study of Pupils' Subject Choices and Future Career Intentions, Scottish Council for Research in Education Publication 71 (London: Hodder & Stoughton for Scottish Council for Research in Education, 1979), 12 (4), 1980, 373-376.



JOURNAL OF CURRICULUM STUDIES: VOLUME 13: 1981

JCS, 13 (1), January-March 1981



Articles

JEFFCOATE, R. (1981) Evaluating the multicultural curriculum: students' perspectives, 13 (1), 1-15.

WELLINGTON, J. J. (1981) Determining a core curriculum: the limitations of transcendental deductions, 13 (1), 17-24.

LEITHWOOD, K. A. (1981) The dimensions of curriculum innovation, 13 (1), 25-36.

DEARDEN, R. F. (1981) Controversial issues and the curriculum, 13 (1), 37-44.



Research section

PERETZ-BEN, M. and TAMIR, P. (1981) What teachers want to know about curriculum materials, 13 (1), 45-54.



Case study

HAUWILLER, J. G. (1981) The mastery/coverage dilemma: a case study, 13 (1), 55-64.



Reports

REVICKI, D. A., RUBIN, R. I. and STUCK, G. B. (1981) Models for measuring programme implementation: a review and a critique, 13 (1), 65-68.

CLAXTON, G. (1981) Learning when, 13 (1), 68-70.



Reviews

MERRITT, J. E. (1981) Focus on teaching. Review of N. Bennett and D. McNamara, Focus on Teaching: Readings in the Observation and Conceptualisation of Teaching (London: Longman, 1979), 13 (1), 71-72.

WOODS, P. (1981) Review of S. T. Bossert, Tasks and Social Relationships in Classrooms: A Study of Instructional Organization and its Consequences (Cambridge: Cambridge University Press, 1980), 13 (1), 72-73.

O'CONNOR, S. (1981) Valued contribution. Review of J. J. Schwab, Science, Curriculum and Liberal Education: Selected Essays, ed. I. Westbury and N. J. Wilkof (Chicago: University of Chicago Press, 1980), 13 (1), 73-75.

RUNCIMAN, C. (1981) Review of C. Richards (ed.), Power and the Curriculum: Issues in Curriculum Studies, Proceedings of the Annual Conference for the Association of the Study of Curriculum, Durham 1977 (Driffield, UK: Nafferton Books, 1978), 13 (1), 75-76.

SILVER, H. (1981) Review of J. S. Hurt, Elementary Schooling and the Working Classes 1860-1918 (London: Routledge & Kegan Paul, 1979), 13 (1), 77-78.



JCS, 13 (2), April-June 1981



Articles

REID, L. A. (1981) Knowledge, knowing and becoming educated, 13 (2), 79-92.

VULLIAMY, G. (1981) The Secondary Schools Community Extension Project in Papua New Guinea, 13 (2), 93-102.

SZRETER, R. (1981) The subject-teaching periodical and curriculum innovation: the case of Economics and economics in English schools, 1949-1974, 13 (2), 103-111.

HARLEN, W. and DAHAR, R. W. (1981) A scientific approach to the improvement of science teaching, 13 (2), 113-120.



Research section

STODOLSKY, S. S., FERGUSON, T. L. and WIMPELBERG, K. (1981) The recitation persists, but what does it look like?, 13 (2), 121-130.

FRASER, B. J. (1981) Using environmental assessments to make better classrooms, 13 (2), 131-144.

CODD, J. A. (1981) The clinical interview: an holistic approach to the evaluation of learning, 13 (2), 145-150.



Report

KEMMIS, S. and ROBOTTOM, I. (1981) Principles of procedure in curriculum evaluation, 13 (2), 151-155.



Reviews

WRINGE, C. (1981) Review of F. M. Grittner (ed.), Learning a Second Language: 79th Yearbook of the National Society for the Study of Education, Part 2 (Chicago: Chicago University Press, 1980), 13 (2), 157-159.

WALKER, R. (1981) Review of P. H. Taylor and C. M. Richards, An Introduction to Curriculum Studies (Slough, UK: NFER Publishing, 1979), 13 (2), 159.

SCHRAG, F. (1981) Review of E. T. H. Brann, Paradoxes of Education in a Republic (Chicago: University of Chicago Press, 1979), 13 (2), 160-163.

KINGDOM, E. F. (1981) The utility of education. Review of R. Barrow, Happiness (Oxford: Martin Robertson, 1980) and F. W. Garforth, John Stuart Mill's Theory of Education (Oxford: Martin Robertson, 1979), 13 (2), 163-167.

KELLY, V. (1981) Plus la męme chose. Review of M. Galton (ed.), Curriculum Change: The Lessons of a Decade (Leicester, UK: Leicester University Press, 1980), C. J. Marsh, Curriculum Process in the Primary School (Sydney, AU: Ian Novak, 1980), M. Holt, Schools and Curriculum Change (London: McGraw-Hill, 1980) and M. Holt, The Common Curriculum: Its Structure and Style in the Comprehensive School (London: Routledge & Kegan Paul, 1980), 13 (2), 167-170. [See 11 (3), 268-270.]

HARTNETT, A. (1981) The secret garden and the vegetable patch: towards a sociology of the D. E. S. [Department of Education and Science]. Review of D. Lawton, The Politics of the School Curriculum (London: Routledge & Kegan Paul, 1980) and A. Hargreaves and L. Tickle (eds), Middle Schools: Origins, Ideology, and Practice (London: Harper & Row, 1980), 13 (2), 170-172.



JCS, 13 (3), July-September 1981



Articles

PINAR, W. F. (1981) 'Whole, bright, deep with understanding': issues in qualitative research and autobiographical method, 13 (3), 173-188.

POPKEWITZ, T. S. (1981) The social contexts of schooling, change, and educational research, 13 (3), 189-206.

O'KEEFFE, D. J. (1981) Curricular yogis and cost-benefit commissars: some thoughts on an economic dimension in curriculum research and policy-making, 13 (3), 207-214. [See 15 (1), 73-82.]

KELLY, A. V. (1981) Research and the primary curriculum, 13 (3), 215-225.



Research section

HEYNEMAN, S. P., FARRELL, J. P. and SEPULVEDA-STUARDO, M. A. (1981) Textbooks and achievement in developing countries: what we know, 13 (3), 227-246.



Essay review

BROUDY, H. S. (1981) The professionalization and politicization of the curriculum. Review of J. Schaffarzick and G. Sykes (eds), Value Conflicts and Curriculum Issues: Lessons from Research and Experience (Berkeley, CA: McCutchan, 1980), 13 (3), 247-252.



Reports

PITMAN, A. (1981) The necessary distortion of disseminated innovations, 13 (3), 253-256.

MORRIS, P. (1981), The adaptation of the 'formal doctrine' of an imported curriculum innovation, 13 (3), 257-259.

ZISENWINE, D. (1981) A curriculum development project: the individual school option, 13 (3), 259-261.

LEVINE, D. U. and ORNSTEIN, A. C. (1981) Some trends in educating handicapped children, 13 (3), 261-265.



Reviews

SUTTON, C. (1981) Reflections of the tired missionaries? Review of P. Tamir, A. Blum, A. Hofstein and N. Sabar, Curriculum Implementation and its Relationship to Curriculum Development in Science (Jerusalem: Israel Science Teaching Centre, Hebrew University, 1980), 13 (3), 267-268.

HAMILTON, D. F. (1981) Review of W. E. Marsden (ed.), Post-War Curriculum Development: An Historical Appraisal, Proceedings of the 1978 Annual Conference of the History of Education Society of Great Britain (Evington, UK: History of Education Society, 1979), 13 (3), 268-269.

GALTON, M. (1981) Valuing the evaluator's curriculum. Review of R. Straughan and J. Wrigley (eds), Values and Evaluation in Education (London: Harper & Row, 1980) and A. V. Kelly (ed.), Curriculum Context (London: Harper & Row, 1980), 13 (3), 270-272.

BAKER, K. (1981) Review of J. Eggleston (ed.), School-based Curriculum Development in Britain: A Collection of Case Studies (London: Routledge & Kegan Paul, 1980), 13 (3), 272-274.

HARRIS, I. B. and RANDALL, D. (1981) Research within reach. Review of P. Weaver and F. Shonkoff, Research Within Reach: A Research-Guided Response to Concerns of Reading Educators (St Louis, MO: Central Midwestern Regional Education Laboratory (CEMREL), and Washington, DC: National Institute of Education, 1978), 13 (3), 274-278.



MUNBY, H. (1981) Canadian curriculum study. Review of W. Werner (ed.), Curriculum Canada: Perceptions, Practices, Prospects (Vancouver, BC: Canadian Association for Curriculum Studies and Centre for the Study of Curriculum and Instruction, University of British Columbia, 1979) and G. S. Tomkins (ed.), The Curriculum in Canada in Historical Perspective: Sixth Yearbook of the Canadian Society for the Study of Education (Vancouver, BC: Canadian Society for the Study of Education and Faculty of Education, University of British Columbia, 1979), 13 (3), 278-283.

WOODWARD, A. (1981) Review of F. Fitzgerald, America Revised: History Schoolbooks in the Twentieth Century (New York: Atlantic-Little Brown, 1979), 13 (3), 283-285.



JCS, 13 (4), October-December 1981



Articles

ANDERSON, L. W. (1981) Instruction and time-on-task: a review, 13 (4), 289-303.

BARNES, D. (1981) Between all the stools: some methodological considerations in curriculum research, 13 (4), 305-312.

McNEIL, L. M. (1981) Negotiating classroom knowledge: beyond achievement and socialization, 13 (4), 313-328.

STENHOUSE, L. and VERMA, G. K. (1981) Educational procedures and attitudinal objectives: a paradox, 13 (4), 329-337.

BUCHMANN, M. (1981) Can traditional lore guide right choice in teaching?, 13 (4), 339-348.



Research section

JONES, J. (1981) Curriculum process in school and university physics, 13 (4), 349-359.



Reports

PRING, R. (1981) 'A basis for choice', 13 (4), 361-363.

KALLENBERGER, N. (1981) Values and curriculum decision-making: teacher perceptions of an ideal curriculum, 13 (4), 363-366.

OLIVER, K. (1981) The Working Mathematics Group: curriculum development in the gap between industry and education, 13 (4), 367-368.



Reviews

RUSSELL, T. (1981) Curriculum planning and change: the Ontario approach. Review of K. A. Leithwood, M. Holmes and D. J. Montgomery, Helping Schools Change: Strategies Derived from Field Experience (Toronto, ON: OISE Press, 1979) and F. M. Connelly, A. S. Dukacz and F. Quinlan (eds), Curriculum Planning for the Classroom (Toronto, ON: OISE Press, 1980), 13 (4), 369-371.

BARROW, R. (1981) Review of M. R. Matthews, The Marxist Theory of Schooling: A Study of Epistemology and Education (Brighton, UK: Harvester Press, 1980), 13 (4), 371-372.

GIBSON, R. (1981) Review of R. Courtney, The Dramatic Curriculum (London, ON: Faculty of Education, University of Western Ontario, and New York; Drama Book Specialists, 1980), 13 (4), 372-373.

ORMELL, C. (1981) Contradictions in education at 16-19. Review of M. Holt with R. Pring and R. Whitfield, The Tertiary Sector: Education 16-19 in Schools and Colleges (London: Hodder & Stoughton, 1980) and D. Gleeson and G. Mardle with J. McCourt, Further Education or Training?: A Case Study in the Theory and Practice of Day-release Education (London: Routledge & Kegan Paul, 1980), 13 (4), 373-375.

PAYNE, G. C. F. (1981) 'Otherwise educated'. Review of R. White, Absent with Cause: Lessons of Truancy (London: Routledge & Kegan Paul, 1980), R. Grunsell, Absent from School: The Story of a Truancy Centre (London: Chameleon, 1980) and R. Grunsell, Beyond Control?: Schools and Suspension (London: Chameleon, 1980), 13 (4), 375-377.

SUTTON, C. (1981) A system for curriculum analysis and matching. Review of M. Shayer and P. Adey, Towards a Science of Science Teaching: Cognitive Development and Curriculum Demand (London: Heinemann, 1981), 13 (4), 377-379.

WILSON, J. (1981) The mixture as before. Review of R. J. Peters, Essays on Educators (London: Allen & Unwin, 1981) and A. O'Hear, Education, Society and Human Nature: An Introduction to the Philosophy of Education (London: Routledge & Kegan Paul, 1981), 13 (4), 379-380.



JOURNAL OF CURRICULUM STUDIES: VOLUME 14: 1982

JCS, 14 (1), January-March 1982



Articles

BALL, S. J. (1982) Competition and conflict in the teaching of English: a socio-historical analysis, 14 (1), 1-28.

THELEN, H. A. (1982) Authenticity, legitimacy and productivity: a study of the tensions among values underlying educational activity, 14 (1), 29-41.

SADLER, D. R. (1982) An evaluation of induction and hypothetico-deduction as principles in curriculum development: some cognitive limitations and their implications, 14 (1), 43-51.

TAYLOR, P. H. (1982) Curriculum research: retrospect and prospect--a personal appreciation, 14 (1), 53-59.

BUCHMANN, M. (1982) The flight away from content in teacher education and teaching, 14 (1), 61-68.

ANDERSON, D. C. (1982) Research as a basis for curriculum policy-making: a cautionary note, 14 (1), 69-78.



Case study

DONMOYER, R. (1982) Educational professionals and the passage of mandatory graduation competency legislation in California: a study of curriculum politics, 14 (1), 79-88.



Reports

ELLIOTT, G. (1982) Self-evaluation and the teacher, 14 (1), 89-90.

REES, D. (1982) The Lesotho model of curriculum development in action, 14 (1), 91-93.



Reviews

LACEY, C. (1982) Review of H. Silver, Education and the Social Condition (London: Methuen, 1980), 14 (1), 95-96.

SUTHERLAND, M. B. (1982) Review of M. E. Poole (ed.), Creativity Across the Curriculum, Classroom and Curriculum in Australia series (London: Allen & Unwin, 1980), 14 (1), 96-97.

NISBET, J. (1982) Review of D. C. Anderson, Evaluating Curriculum Proposals: A Critical Guide (London: Croom Helm, and New York: Wiley, 1981), 14 (1), 97-99.

BEATTIE, C. (1982) Leaning right. Review of M. Fullan and P. Park, Curriculum Implementation: A Resource Booklet (Toronto, ON: Ministry of Education, 1981), 14 (1), 99-103.

RUTHERFORD, R. J. D. (1982) Review of M. Eraut, B. Connors and E. Hewton, Training in Curriculum Development and Educational Technology in Higher Education (Guildford, UK: Society for Research into Higher Education, 1980), 14 (1), 103-104.

COOPER, K. (1982) Teachers as evaluators. Review of E. Davis, Teachers as Curriculum Evaluators, Classroom and Curriculum in Australia series, No. 4 (Sydney, AU: Allen & Unwin, 1981) and G. Elliott, Self Evaluation and the Teacher: Part I: An Annotated Bibliography; Part II: Report on Current Practice (Hull, UK: University of Hull, 1980-1981), 14 (1), 104-105.

BUCHMANN, M. (1982) Classroom research and classroom discussion. Review of R. McAleese and D. Hamilton (eds), Understanding Classroom Life (Slough, UK: NFER Publishing, 1978) and D. Bridges, Education, Democracy, and Discussion (Slough, UK: NFER Publishing, 1979), 14 (1), 106-108.



JCS, 14 (2), April-June 1982



Articles

KEITEL, C. (1982) Mathematics education and educational research in the USA and USSR: two comparisons compared, 14 (2), 109-126.

DILLON, J. T. (1982) The effect of questions in education and other enterprises, 14 (2), 127-152.

EGAN, K. (1982) On the possibility of theories of educational practice, 14 (2), 153-165.



Research section

MONK, D. H. (1982) Resource allocation in classrooms: an economic analysis, 14 (2), 161-181.



Essay review

HANDLER, B. S. (1982) Coming of age in curriculum: reflections on Thinking About the Curriculum. Review of W. A. Reid, Thinking About the Curriculum: The Nature and Treatment of Curriculum Problems (London: Routledge & Kegan Paul, 1978), 14 (2), 183-195.



Reports

BRADY, L. (1982) Curriculum models and curriculum commonplaces, 14 (2), 197-200.

TOMKINS, G. S., LEITHWOOD, K. and OLSON, J. (1982) Currents in Canadian curriculum research, 14 (2), 200-202.

SMITH-GROUNDWATER, S. (1982) 'Science is English too'--an evaluation of a school-based curriculum, 14 (2), 202-204.



Reviews

BEARD, R. (1982) Review of K. Raaheim and J. Wankowski, Helping Students to Learn at University (Bergen, Norway: Sigma Forlag, 1981), 14 (2), 205-206.

CARR, W. (1982) Review of G. K. Verma and R. M. Beard, What is Educational Research?: Perspectives on Techniques of Research (Aldershot, UK: Gower, 1981), 14 (2), 206-208.

DAVIES, A. (1982) Review of A. Wilkinson, G. Barnsley, P. Hanna and M. Swan, Assessing Language Development (Oxford: Oxford University Press, 1980), 14 (2), 208-210.

HEARNDEN, A. (1982) Review of W. Hörner and D. Waterkamp, Curriculumentwicklung in Internationalen Vergleich (Weinheim, Germany: Beltz Verlag), 14 (2), 210-211.

MOOS, R. H. (1982) Review of B. J. Fraser, Learning Environment in Curriculum Evaluation: A Review (Oxford: Pergamon, 1981), 14 (2), 211-212.

PATEMAN, T. (1982) Dilemmas of teaching educators. Review of A. and H. Berlak, Dilemmas of Schooling: Teaching and Social Change (London: Methuen, 1981), 14 (2), 212-214.

STENHOUSE, L. (1982) Review of S. J. Ball, Beachside Comprehensive: A Case Study of Secondary Schooling (Cambridge: Cambridge University Press, 1981), 14 (2), 214-216.

VALLANCE, E. (1982) Review of M. Lawn and L. Barton (eds), Rethinking Curriculum Studies: A Radical Approach (New York: Wiley, 1981), 14 (2), 216-219.



JCS, 14 (3), July-September 1982



Articles

KEMMIS, S. (1982) Seven principles for programme evaluation in curriculum development and innovation, 14 (3), 221-240.

SHAKER, P. (1982) The application of Jung's analytical psychology to education, 14 (3), 241-250.

HARGREAVES, A. (1982) The rhetoric of school-centred innovation, 14 (3), 251-266.

HOLT, M. (1982) Whole curriculum planning in schools: some research implications, 14 (3), 267-276.

WALLIN, E. and BERG, G. (1982) The school as an organization, 14 (3), 277-285.



Reports

SMITH, D. J. (1982) The Family Planning Association: perspectives on sex education, 14 (3), 287-288.

JEGEDE, O. J. (1982) Readability and science curriculum development in cultures where English is a second language, 14 (3), 289-291.



Reviews

HAYSOM, J. (1982) Review of H. Munby, G. Orpwood and T. Russell (eds), Seeing Curriculum in a New Light: Essays from Science Education (Toronto, ON: OISE Press), 14 (3), 293-295.

BARKER, B. (1982) The comprehensive curriculum. Review of Comprehensive Education: Curriculum Comes First, A Curriculum for a Comprehensive School System, Issue No. 43, the Campaign for Comprehensive Education, a Report on the RICE [Right to Comprehensive Education] Conference of June 1981 'Curriculum Comes First', and A. Flew et al., The Pied Pipers of Education--Cases for Contraction No. 2 (London: Social Affairs Unit, 1981), 14 (3), 295-296.

RYAN, A. G. (1982) Review of D. Pratt, Curriculum: Design and Development (New York: Harcourt Brace Jovanovich, 1980), 14 (3), 296-298.

KELLY, V. (1982) Mixed emotions. Review of M. I. Reid, L. R. Clunies-Ross, B. Goacher and C. Vile, Mixed Ability Teaching: Problems and Possibilities (Windsor, UK: NFER/Nelson, 1981) and M. Sands and T. Kerry (eds), Mixed Ability Teaching (London: Croom Helm, 1982), 14 (3), 298-300.

GIBSON, R. (1982) Review of P. Scrimshaw, Community Service, Social Education and the Curriculum (London: Hodder & Stoughton, 1981), 14 (3), 300-302.

RAFFE, D. (1982) Review of A. C. Ryrie, Routes and Results: A Study of the Later Years of Schooling (London: Hodder & Stoughton for the Scottish Council for Research in Education, 1981), 14 (3), 302-304.

MUSGRAVE, P. (1982) Review of R. Meighan, A Sociology of Education (Eastbourne, UK: Holt Saunders, 1981), 14 (3), 304-305.

DOCKING, R. (1982) Not another measurement text! Review of D. Satterly, Assessment in Schools (Oxford: Blackwell, 1981), 14 (3), 305-306.

WHITEHEAD, D. J. (1982) Research in economics education in the present curriculum and political climate. Review of K. Lumsden, R. Attiyeh and A. Scott, Economics Education in the United Kingdom (London: Heinemann, 1980) and B. Holley and V. Skelton, Economics Education 14-16: Phase 1: Final Report, Economics Association Project (Windsor, UK: NFER/Nelson, 1980), 14 (3), 306-311.



JCS, 14 (4), October-December 1982



Articles

BURLINGAME, M. (1982) The US government and the public school curriculum: an interpretation of the post-Second World War decades, 14 (4), 313-329.

SMYTH, J. (1982) A teacher-development approach to bridging the practice-research gap, 14 (4), 331-342.

POSNER, G. (1982) A cognitive science conception of curriculum and instruction, 14 (4), 343-351.



Speculation

MEIGHAN, R. and REID, W. A. (1982) How will the 'new technology' change the curriculum?, 14 (4), 353-358.



Reports

BOUD, D. J. and DONOVAN, W. F. (1982) The facilitation of school-based evaluation: a case study, 14 (4), 359-362.

HAMEYER, U. (1982) Understanding social processes of innovation development, 14 (4), 362-366.

ELLIOTT, G. (1982) Self-evaluation and the teacher--phase 2, 14 (4), 366-370.



Reviews

FRASER, B. J. (1982) Curriculum evaluation: a field of contrast. Review of W. P. Abt and J. Magidson, Reforming Schools: Problems in Program Implementation and Evaluation, Contemporary Evaluation Research Series, No. 4 (Beverly Hills, CA: Sage, 1980) and H. Simons (ed.), Towards a Science of the Singular: Essays about Case Study in Educational Research and Evaluation, CARE Occasional Publications No. 10 (Norwich, UK: Centre for Applied Research in Education, University of East Anglia, 1980), 14 (4), 371-373.

WHITAKER, T. (1982) Review of W. F. Dennison, Education in Jeopardy: Problems and Possibilities of Contraction (Oxford: Blackwell, 1981), 14 (4), 373-374.

GOWIN, D. B. (1982) Review of R. Barrow, The Philosophy of Schooling (Brighton, UK: Harvester Press, 1981), 14 (4), 375-378.

CRITTENDEN, B. (1982) Review of G. H. Bantock, The Parochialism of the Present: Contemporary Issues in Education (London: Routledge & Kegan Paul, 1981), 14 (4), 378-381.

BAILEY, C. (1982) Review of J. Wilson, Discipline and Moral Education: A Survey of Public Opinion and Understanding (Windsor, UK: NFER/Nelson, 1981) and R. S. Peters, Moral Development and Moral Education (Hemel Hempstead, UK: Allen & Unwin, 1981), 14 (4), 381-385.



JOURNAL OF CURRICULUM STUDIES: VOLUME 15: 1983

JCS, 15 (1), January-March 1983



Symposium: How can written curriculum guides guide teaching?

WESTBURY, I. (1983) How can written curriculum guides guide teaching?: Introduction to the Symposium, 15 (1), 1-3.

ANDERSON, D. C. (1983) Educational Eldorado: the claim to have produced a practical curriculum text, 15 (1), 5-16.

OLSON, J. K. (1983) Guide writing as advice giving: learning the classroom language, 15 (1), 17-25.

HARRIS, I. B. (1983) Forms of discourse and their possibilities for guiding practice: towards an effective rhetoric, 15 (1), 27-42.

REID, W. A. (1983) How can written curriculum guides guide teaching?: a response, 15 (1), 43-45.



Articles

SIMKINS, T. (1983) Some management implications of the development of curriculum information systems, 15 (1), 47-59.

KANTOR, R. N., ANDERSON, T. H. and ARMBRUSTER B. B. (1983) How inconsiderate are children's textbooks?, 15 (1), 61-72.

THOMAS, H. (1983) Education and the maximization of welfare: a response to 'Curricular yogis and cost-benefit commissars', 15 (1), 73-82. [See 13 (3), 207-214.]



Reports

KALLA, A. C. (1983) Problems in curriculum implementation: the Mauritian Social Studies Project for forms I to III, 15 (1), 83-84.

MAY, N. (1983) Project report: sex stereotyping and the early years of schooling, 15 (1), 84-87.

FRASER, B. J. (1983) A retrospective account of a school-based evaluation initiative, 15 (1), 87-89.



Reviews

McKNIGHT, C. C. (1983) Review of G. Howson, C. Keitel and J. Kilpatrick, Curriculum Development in Mathematics (Cambridge: Cambridge University Press, 1981), 15 (1), 91-93.

POOLE, M. E. (1983) Review of M. B. Sutherland, Sex Bias in Education, Theory and Practice in Education series (Oxford: Blackwell, 1981), 15 (1), 93-96.

HARGREAVES, A. (1983) 'What's good for the goose...'--research and recommendations on primary education. Review of G. C. Blenkin and A. V. Kelly, The Primary Curriculum (London: Harper & Row, 1981) and B. Simon and J. Willcocks (eds), Research and Practice in the Primary School (Henley-on-Thames, UK: Routledge & Kegan Paul, 1981), 15 (1), 96-99.

PATEMAN, T. (1983) Hargreaves's new model secondary modern. Review of D. H. Hargreaves, The Challenge for the Comprehensive School: Culture, Curriculum, and Community (Henley-on-Thames, UK: Routledge & Kegan Paul, 1982), 15 (1), 99-101.

BYRNE, J. A. (1983) Review of N. J. Rusby (ed.), Selected Readings in Computer-Based Learning (London: Kogan Page, 1981) and H. F. O'Neil, Jr. (ed.), Computer-Based Instruction: A State-of-the-Art Assessment (London: Academic Press, 1981), 15 (1), 101-104.



JCS, 15 (2), April-June 1983



Articles

ELLIOTT, J. (1983) A curriculum for the study of human affairs: the contribution of Lawrence Stenhouse, 15 (2), 105-123.

WEILER, H. N. (1983) Education, public confidence and the legitimacy of the modern state: is there a 'crisis' somewhere?, 15 (2), 125-142.

LUNDGREN, U. P. (1983) Social production and reproduction as a context for curriculum theorizing, 15 (2), 143-154.

WALKER, R. (1983) Three good reasons for not doing case studies in curriculum research, 15 (2), 155-165.



Research

SCHMIDT, W. H. (1983) High school course-taking: a study of variation, 15 (2), 167-182. [See 15 (3), 311-322.]



Case study

EVERWIJN, S. E. M. (1983) Organization and integration of learning experiences in a curriculum: a case study, 15 (2), 183-197.



Essay review

SCHUBERT, W. H. (1983) Educational development. Review of K. Egan, Educational Development (Oxford: Oxford University Press, 1979), 15 (2), 199-205.



Reports

BAKER, C. (1983) The microcomputer and the curriculum, 15 (2), 207-210.

TERRY, C. (1983) Curriculum development and school technology: a model for curriculum change, 15 (2), 210-211.

SHORT, E. C. (1983) The use of a curriculum development strategies matrix, 15 (2), 212-214.



Reviews

McPHERSON, A. (1983) Accountability and the know-nothing movement. Review of M. Holt, Evaluating the Evaluators (Sevenoaks, UK: Hodder & Stoughton, 1981), C. Lacey and D. Lawton (eds), Issues in Evaluation and Accountability (London: Methuen, 1981), T. Becher, M. Eraut and J. Knight, Policies for Educational Accountability (London: Heinemann, 1981) and J. Elliott, D. Bridges, D. Ebbutt, R. Gibson and J. Nias, School Accountability, The SSRC [Social Science Research Council] Cambridge Accountability Project (London: Grant McIntyre, 1981), 15 (2), 215-223.

WILSON, J. (1983) Social and moral education: MESH and MUSH. Review of P. Gammage, Children and Schooling: Issues in Childhood Socialisation (London: Allen & Unwin, 1982), P. McPhail, Social and Moral Education (Oxford: Blackwell, 1982) and L. O. Ward (ed.), The Ethical Dimension of the School Curriculum (Swansea, UK: Pineridge Press, Faculty of Education, University College of Swansea, 1982), 15 (2), 223-224.

BURLINGAME, M. (1983) Review of A. Hartnett (ed.), The Social Sciences in Educational Studies: A Selective Guide to the Literature (London: Heinemann, 1982), 15 (2), 224-225.

FRANKLIN, B. M. (1983) Review of E. W. Eisner, Cognition and Curriculum: A Basis for Deciding What to Teach (Harlow, UK: Longman, 1982), 15 (2), 225-228.

EARL, W. J. H. (1983) Review of J. Hull (ed.), New Directions in Religious Education (Brighton, UK: Falmer, 1982), 15 (2), 228-230.

HAYLOCK, D. (1983) Review of R. Garland (ed.), Microcomputers and Children in the Primary School (London: Falmer, 1982), 15 (2), 230-231.

ELBAZ, F. (1983) Review of H. Thelen, The Classroom Society: The Construction of Educational Experience (London: Croom Helm and New York: Wiley, 1981), 15 (2), 231-233.

USISKIN, Z. (1983) Mathematics counts. Review of Report of the Committee of Inquiry into the Teaching of Mathematics in Schools under the Chairmanship of Dr. W. H. Cockcroft (London: Her Majesty's Stationery Office, 1982), 15 (2), 233-235. [See 15 (2), 235-236.]

LAWTON, D. (1983) Mathematics counts. Review of Report of the Committee of Inquiry into the Teaching of Mathematics in Schools under the Chairmanship of Dr. W. H. Cockcroft (London: Her Majesty's Stationery Office, 1982), 15 (2), 235-236. [See 15 (2), 233-235.]



JCS, 15 (3), July-September 1983



Articles

BALL, S. J. (1983) Imperialism, social control and the colonial curriculum in Africa, 15 (3), 237-263.

LAKOMSKI, G. (1983) Ways of knowing and ways of evaluating: or how democratic is 'democratic education'?, 15 (3), 265-276.

HARRIS, D. and TAYLOR, M. (1983) Discovery learning in school science: the myth and the reality, 15 (3), 277-289.

CALDER, J. R. (1983) In the cells of the 'Bloom taxonomy', 15 (3), 291-302.

PORTAL, C. (1983) Empathy as an aim for curriculum: lessons from history, 15 (3), 303-310.



Research

SCHMIDT, W. H. (1983) High school course-taking: its relationship to achievement, 15 (3), 311-332. [See 15 (2), 167-182.]



Essay review

DILLON, J. T. (1983) The language of class and classroom. Review of E. R. Pedro, Social Stratification and Classroom Discourse: A Sociolinguistic Analysis of Classroom Practice (Stockholm, Sweden: CWK Gleerup, 1981), 15 (3), 333-340.



Reviews

GOLBY, M. (1983) Review of M. A. B. Degenhardt, Education and the Value of Knowledge (London: Allen & Unwin, 1983), R. Barrow and R. Woods, An Introduction to Philosophy of Education, 2nd edn (London: Methuen, 1982) and B. Cohen, Means and Ends in Education (London: Allen & Unwin, 1983), 15 (3), 341-345.

GOODLAD, S. (1983) Review of R. M. Lindley (ed.), Higher Education and the Labour Market, Monograph 43 (Guildford, UK: Society for Research into Higher Education, 1981) and G. Oldham (ed.), The Future of Research, Monograph 47 (Guildford, UK: Society for Research into Higher Education, 1981), 15 (3), 345-348.

AYRES, D. (1983) Review of G. Dow (ed.), Teacher Learning (London: Routledge & Kegan Paul, 1982), 15 (3), 348-349.

WALKER, R. (1983) Review of B. J. Fraser with K. Houghton, Annotated Bibliography of Curriculum Evaluation Literature (Israel Curriculum Centre, Ministry of Education and Culture, 1982) and W. H. Schubert, Curriculum Books: The First Eighty Years: Context, Commentary, Bibliography (Washington, DC: University Press of America, 1980), 15 (3), 349-350.

WHITE, P. (1983) Review of D. Heater and J. A. Gillespie (eds), Political Education in Flux (London: Sage, 1981), 15 (3), 350-352.

BENNETT, N. (1983) Review of W. Doyle and T. L. Good (eds), Focus on Teaching: Readings from the Elementary School Journal (Chicago: University of Chicago Press, 1982), 15 (3), 352-353.

WHITEHEAD, A. J. (1983) Review of T. S. Popkewitz, B. R. Tabachnick and G. Wehlage, The Myth of Educational Reform: A Study of School Responses to a Program of Change (Madison, WI: University of Madison Press, 1982) and L. Gow and A. McPherson (eds), Tell Them From Me: Scottish School Leavers Write About School and Life Afterwards (Aberdeen, UK: University of Aberdeen Press, 1980), 15 (3), 353-356.



JCS, 15 (4) October-December 1983



Articles

EGAN, K. (1983) Children's path to reality from fantasy: contrary thoughts about curriculum foundations, 15 (4), 357-371.

DE CASTELL, S. and LUKE, A. (1983) Defining 'literacy' in North American schools: social and historical conditions and consequences, 15 (4), 373-389.

GOODSON, I. (1983) Subjects for study: aspects of a social history of curriculum, 15 (4), 391-408.



Case study

PATRIARCA, L. A. and BUCHMANN, M. (1983) Conceptual development and curriculum change: or is it rhetoric and fantasy?, 15 (4), 409-423.



Reports

LANG, B. and WINTER, R. (1983) Mathematics teaching: a one-ended bridge?, 15 (4), 425-427.

EASLEY, J. and E. (1983) Horizontal mathematics, 15 (4), 429-431.

SABAR, N. (1983) Towards school-based curriculum development: training school curriculum coordinators, 15 (4), 431-434.



Reviews

WITHERS, R. (1983) Review of B. Salter and T. Tapper, Education, Politics, and the State: The Theory and Practice of Educational Change (London: Grant McIntyre, 1981), 15 (4), 435-437.

WILSON, R. (1983) Review of A. Adams (ed.), New Directions in English Teaching (London: Falmer, 1982), 15 (4), 437-439.

BROWN, G. (1983) Review of M. Hinson and M. Hughes (eds), Planning Effective Programs: Planning and Implementing the Curriculum for Children with Learning Difficulties (Amersham, UK: Hulton Educational and NARE [National Association for Remedial Education], 1982), 15 (4), 439-440.

HEGARTY, S. (1983) Review of S. Tomlinson, A Sociology of Special Education (Henley-on-Thames, UK: Routledge & Kegan Paul, 1982) and L. Barton and S. Tomlinson (eds), Special Education: Policy, Practices and Social Issues (London: Harper & Row, 1981), 15 (4), 440-443.



JOURNAL OF CURRICULUM STUDIES: VOLUME 16: 1984

JCS, 16 (1), January-March 1984



Articles

LAMPERT, M. (1984) Teaching about thinking and thinking about teaching, 16 (1), 1-18.

CARSON, A. S. (1984) Control of the curriculum: a case for teachers, 16 (1), 19-28.

CORNBLETH, C. (1984) Beyond hidden curriculum?, 16 (1), 29-36.

KENNY, W. R. and GROTELUESCHEN, A. D. (1984) Making the case for case study, 16 (1), 37-51.



Research section

MARSH, C. and HUBERMAN, M. (1984) Disseminating curricula: a look from the top down, 16 (1), 53-66.



Case studies

GRIFFITHS, J. (1984) Eggy Bread and Paddy's Bacon: instances of the traffic in knowledge in a classroom for children with severe learning difficulties, 16 (1), 67-74.

CROSSLEY, M. (1984) Strategies for curriculum change and the question of international transfer, 16 (1), 75-88.



Reports

HARLEN, W. (1983) The impact of APU [Assessment of Performance Unit] science work at LEA [Local Education Authority] and school level, 16 (1), 89-94.

BLACK, P., HARLEN, W. and ORGEE, T. (1984) Standards of performance--expectations and reality, 16 (1), 94-96.

PEAKE, G. (1984) Teacher response to curriculum innovation in further education, 16 (1), 97-100.

NEWFIELD, J. W. and McELYEA V. B. (1984) Affective outcomes, indoctrination, and the use of case rhetoric in curriculum, 16 (1), 100-102.



Reviews

COCKCROFT, W. H. (1984) Review of A. G. Howson, A History of Mathematics Education in England (Cambridge: Cambridge University Press, 1982), 16 (1), 103.

BRIDGES, D. (1984) Review of R. Bolam (ed.), School-Focussed In-Service Training (London: Heinemann, 1982), 16 (1), 103-107.

HOLT, M. (1984) Curriculum recipes for a cold climate. Review of Rubber and Plastics Industry Training Board, The Way Forward: A Practical Proposal for Introducing Change in School Curricula, Fourth Report of the Study Group on the Education/Training of Young People (Brentford, UK: Rubber and Plastics Industry Training Board, 1982) J. V. Kristo and P. A. Heath, Today's Curriculum: An Integrative Approach, The Ohio State University at Lima (Washington, DC: University Press of America, 1982) and P. Abbs, English Within the Arts: A Radical Alternative for English and the Arts in the Curriculum (Sevenoaks, UK: Hodder & Stoughton, 1982), 16 (1), 107-110.



JCS, 16 (2), April-June 1984



Articles

POPKEWITZ, T. K. (1984) Soviet pedagogical science: visions and contradictions, 16 (2), 111-130.

TRIPP, D. H. and WATT, A. J. (1984) Core curriculum: what it is and why we don't need one, 16 (2), 131-141.

BULLOUGH, Jr., R. V. and GOLDSTEIN, S. L. (1984) Technical curriculum form and American elementary school art education, 16 (2), 143-154.

HULL, C. (1984) Marking: a critical alternative, 16 (2), 155-164.



Research section

LINDBLAD, S. (1984) The practice of school-centred innovation: a Swedish case, 16 (2), 165-172.

KYLE, D. W. and McCUTCHEON, G. (1984) Collaborative research: development and issues, 16 (2), 173-179.

ARMBRUSTER, B. B. and ANDERSON, T. H. (1984) Structures of explanation in history textbooks or so what if Governor Stanford missed the spike and hit the rail?, 16 (2), 181-194.



Reports

NEWFIELD, J. and McELYEA, V. B. (1984) Affective outcomes, indoctrination, and the use of structural/procedural objectives in curriculum guides, 16 (2), 195-197.

SMITH-GROUNDWATER, S. (1984) 'Independent Study, Books and Libraries, and the Academic Sixth Form' (Original report by J. Rudduck, D. Hopkins, S. Groundwater-Smith and B. Labbett [London: Research and Development Department, British Library, 1983]), 16 (2), 198-200.

CLOUGH, E. E., DAVIES, P. and SUMNER, R. (1984) Pupil assessment--an interim report on the findings of the NFER {National Foundation for Educational Research] 'Assessment Procedures in Schools Project', 16 (2), 200-202.



Reviews

SCHOSTACK, J. F. (1984) The Educational Implications of 'The Rights and Wrongs of Children'. Review of M. D. A. Freeman, The Rights and Wrongs of Children (London: Pinter, 1983), 16 (2), 203-206.

HARGREAVES, A. (1984) Apple crumbles? Review of M. W. Apple, Education and Power (London: Routledge & Kegan Paul, 1982) and M. W. Apple (ed.), Cultural and Economic Reproduction in Education: Essays on Class, Ideology, and the State (London: Routledge & Kegan Paul, 1982), 16 (2), 206-210.

LAWSON, K. H. (1984) Review of C. Griffin (ed.), Curriculum Theory in Adult and Lifelong Education (London: Croom Helm, 1983), 16 (2), 210-213.

ADELMAN, C. (1984) Death of a salesman. Review of L. Barton and S. Walker (eds), Schools, Teachers and Teaching (London: Falmer, 1981), 16 (2), 213-214.

RENDELL, M. (1984) Review of S. Walker and L. Barton (eds), Gender, Class and Education (London: Falmer, 1983), 16 (2), 214-216.

ORMELL, C. (1984) Review of T. J. Fletcher, Microcomputers and Mathematics in Schools: A Discussion Paper (London: Department of Education and Science, 1983), 16 (2), 217.

GALTON, M. (1984) Review of T. Roberts, Child Management in the Primary School (London: Allen & Unwin, 1983) and G. M. Blenkin and A. V. Kelly (eds), The Primary Curriculum in Action: A Process Approach to Educational Practice (London: Harper & Row, 1983), 16 (2), 218-219.

McCOURT, J. (1984) If music be the food of love.... Review of G. Vulliamy and E. Lee (eds), Pop, Rock and Ethnic Music in School (Cambridge: Cambridge University Press, 1983) and The Routledge Popular Music Guide Series: G. Vulliamy and E. Lee, Popular Music: A Teacher's Guide, E. Lee, Folk Song and Music Hall, G. Vulliamy, Jazz & Blues, J. Shepard, Tin Pan Alley and D. Rogers, Rock 'n' Roll (London: Routledge & Kegan Paul, 1982), 16 (2), 219-223.



JCS, 16 (3), July-September 1984



Articles

SMITH, M. J. E. (1984) Mental skills: some critical reflections, 16 (3), 225-232.

McKERNAN, J. (1984) Curriculum development in the Republic of Ireland, 16 (3), 233-246.

SUHOR, C. (1984) Towards a semiotics-based curriculum, 16 (3), 247-257.



Research section

DOYLE, W. (1984) How order is achieved in classrooms: an interim report, 16 (3), 259-277.

CRISMORE, A. (1984) The rhetoric of textbooks: metadiscourse, 16 (3), 279-296.



Case study

MILLAR, C. (1984) Curriculum improvement or social innovation: a case study in teacher education at a Black South African university, 16 (3), 297-310.



Speculation

HAYDEN, R. W. and RUDOLPH, W. B. (1984) Will there be a new 'new math'?, 16 (3), 311-316.



Essay review

WOODS, P. (1984) Standards, selection and equality: a test case for educational research. Review of J. Marks, C. Cox and M. Pomian-Srzednicki, Standards in English Schools (London: National Council for Educational Standards, 1983), J. Steedman, Examination Results in Selective and Non Selective Schools (London: National Children's Bureau, 1983) and J. Gray, A. F. McPherson and D. Raffe, Reconstructions of Secondary Education: Theory, Myth and Practice Since the War (London: Routledge & Kegan Paul, 1983), 16 (3), 317-325.



Reviews

FARRELL, E. J. (1984) Review of A. C. Purves and O. Niles (eds), Becoming Readers in a Complex Society: 83rd Yearbook of the National Society for the Study of Education, Part I (Chicago: University of Chicago Press, 1984), 16 (3), 327-328.

LEWY, A. (1984) Review of U. Hameyer, K. Frey and H. Haft (eds), Handbuch der Curriculumforschung [Handbook of Curriculum Research] (Weinheim, Germany: Beltz Verlag, 1983), 16 (3), 328-332.

BROMLEY, J. (1984) Review of E. Biggs, Confident Mathematics Teaching 5-13, Inset in the Classroom [Inservice Education and Training] (Windsor, UK: NFER/Nelson) and C. Richards and D. Holford (eds), The Teaching of Primary Science: Policy and Practice (London: Falmer, 1983), 16 (3), 332-333.



KAHN, E. (1984) Review of S. N. Standiford, K. Jaycox and A. Auten, Computers in the English Classroom: A Primer for Teachers (Urbana, IL: ERIC Clearing House on Reading and Communication Skills/National Council of Teachers of English, 1983), 16 (3), 334-335.

BALL, S. J. (1984) Inside and outside of schools. Review of P. E. Woods, Sociology and the School: An Interactionist Viewpoint (London: Routledge & Kegan Paul, 1983) and D. W. Livingstone, Class Ideologies and Educational Futures (London: Falmer, 1983), 16 (3), 335-337.

HORWOOD, R. H. (1984) The games philosophers play. Review of W. Hare, Open-Mindedness and Education (Montreal: McGill-Queen's University Press, 1979), 16 (3), 337-339.

MARSH, C. J. (1984) Review of I. Goodson, School Subjects and Curriculum Change (London: Croom Helm, 1983), 16 (3), 339-340.

DYNAN, M. B. (1984) Review of D. Barnes, Practical Curriculum Study (London: Routledge & Kegan Paul, 1982), 16 (3), 340-341.

FRASER, B. J. (1984) Review of J. Olson (ed.), Innovation in the Science Curriculum: Classroom Knowledge and Curriculum Change (London: Croom Helm, 1982), 16 (3), 341-343.

KELLY, A. V. (1984) Detecting and defusing? Philosophy and the problems of educational practice. Review of H. Loukes, J. Wilson and B. Cowell, Education: An Introduction (Oxford: Robertson, 1983) and C. Bailey and D. Bridges, Mixed Ability Grouping: A Philosophical Perspective (London: Allen & Unwin, 1983), 16 (3), 343-345.



JCS, 16 (4), October-December 1984



Articles

PEREIRA, P. (1984) Deliberation and the arts of perception, 16 (4), 347-366.

SHAPIRO, H. S. (1984) Ideology, hegemony and the individualization of instruction: the incorporation of 'progressive' education, 16 (4), 367-378.

GARDNER, P. (1984) Another look at controversial issues and the curriculum, 16 (4), 379-385.



Research

REID, W. A., WANKOWSKI, J., RAAHEIM, K. and JACOBSEN, B.-F., (1984) Occupational interests and curricular patterns: a comparison of upper secondary students in Norway, England, and the United States, 16 (4), 387-401.

ATKINS, M. J. (1984) Pre-vocational courses: tensions and strategies, 16 (4), 403-415.



Reports

TORRANCE, H. (1984) Teacher assessment in public examinations, 16 (4), 417-420.

BARRATT, G. (1984) Curriculum and psychology--reflections on the issues raised at the 1983 British Psychological Society Education Section Conference, 16 (4), 421-423.

VERTINSKY, P. (1984) In search of a gender dimension: an empirical investigation of teacher preferences for teaching strategies in physical education, 16 (4), 425-429.



Essay review

WESTBURY, I. (1984) Review of United States Department of Education, National Commission on Excellence in Education, A Nation at Risk (Washington, DC: US Government Office, 1983), 16 (4), 431-445.



Reviews

PURVES, A. C. (1984) Review of E. L. Boyer, High School: A Report on Secondary Education in America (New York: Harper & Row, 1983), 16 (4), 447-450.

BECHER, T. (1984) Intensive care. Review of C. Adelman and R. J. Alexander, The Self-Evaluating Institution: Practice and Principles in the Management of Educational Change (London: Methuen, 1982) and B. MacDonald, C. Adelman, S. Kusher and R. Walker, Bread and Dreams: A Case Study of Bilingual Schooling in the U.S.A. (Norwich, UK: Centre for Applied Research in Education, University of East Anglia, 1982), 16 (4), 450-452.

JONES, J. A. P. (1984) Curriculum planning and design. Review of M. Holt, Curriculum Workshop: An Introduction to Whole Curriculum Planning (London: Routledge & Kegan Paul, 1983), D. Pope, The Objectives Model of Curriculum Planning and Evaluation, CET [Council for Educational Testing] Occasional Paper 10 (London: CET, 1983), T. Nunan, Countering Educational Design (London: Croom Helm, 1983) and D. Lawton, Curriculum Studies and Educational Planning (London: Hodder & Stoughton, 1983), 16 (4), 452-455.



WRIGHT, D. (1984) Review of J. Huckle (ed.), Geographical Education: Reflection and Action (Oxford: Oxford University Press, 1983) and J. R. Beaumont and S. W. Williams, Project Work in the Geography Curriculum: An Advanced Level Primer (London: Croom Helm, 1983), 16 (4), 455-456.

WILSON, J. (1984) Review of F. Dunlop, The Education of Feeling and Emotion (London: Allen & Unwin, 1984), 16 (4), 456-457.



JOURNAL OF CURRICULUM STUDIES: VOLUME 17: 1985

JCS, 17 (1), January-March 1985



Articles

SMYTH, W. J. (1985) Developing a critical practice of clinical supervision, 17 (1), 1-15.

ROBY, T. W. (1985) Habits impeding deliberation, 17 (1), 17-35.

KNIGHT, P. (1985) The practice of school-based curriculum development, 17 (1), 37-48.



Research

MARSH, C. J., WILLIS, S., NEWBY, J. H., DESCHAMP, P. and DAVIS, B. P. (1985) Teachers' perception about the selection, distribution and use of social studies and mathematics curriculum materials within a state education system, 17 (1), 49-61.

ROGAN, J. M. and MACDONALD, M. A. (1985) The in-service teacher education component of an innovation: a case study in an African setting, 17 (1), 63-85.

TAMIR, P. (1985) Contents analysis focusing on inquiry, 17 (1), 87-94.



Reports

BRADY, L. (1985) The supportiveness of the principal in school-based curriculum development, 17 (1), 95-97.

BOOTH, M. and LERPINIERE, D. (1985) Humanities courses and mixed ability teaching: a report of a small scale research project with 11-year-old pupils in a comprehensive school, 17 (1), 99-102.

KENNEDY, K. J., SABAR, N. and SHAFRIRI, N. (1985) Knowledge utilization and the process of curriculum development: a report, 17 (1), 103-106.



Reviews

ROBY, T. L. (1985) Knowledge can be power: an inside view of teacher thinking. Review of F. Elbaz, Teacher Thinking: A Study of Practical Knowledge (Beckenham, UK: Croom Helm, and New York: Nichols, 1983), 17 (1), 107-109.

MORTIMORE, J. (1985) Review of L. Clunies-Ross and S. Wimhurst, The Right Balance: Provision for Slow Learners in Secondary Schools (Windsor, UK: NFER/Nelson, 1983) and T. Booth and P. Potts (eds), Integrating Special Education (Oxford: Blackwell, 1983), 17 (1), 109-111.

GIBSON, R. (1985) Review of R. Barr and R. Dreeben with N. Wiratchai, How Schools Work (Chicago: University of Chicago Press, 1983), 17 (1), 111-113. [See 19 (1), 77-85.]

RATHS, J. (1985) Review of P. L. Hosford (ed.), Using What We Know About Teaching (Alexandria, VA: Association for Supervision and Curriculum Development, 1984), 17 (1), 113-115.

SAYER, J. (1985) Review of A. Nicholls, Managing Educational Innovations (London: Allen & Unwin, 1983), T. Horton and P. Ragatt (eds), Challenge and Change in the Curriculum: A Reader (London: Hodder & Stoughton/Open University, 1982) and V. Lee and D. Zeldin (eds), Planning in the Curriculum (London: Hodder & Stoughton/Open University, 1982), 17 (1), 115-116.

CARR, W. (1985) Review of P. H. Hirst (ed.), Educational Theory and its Foundation Disciplines (London: Routledge & Kegan Paul, 1983), 17 (1), 116-118.



JCS, 17 (2), April-June 1985



Articles

CARR, W. (1985) Philosophy, values and educational science, 17 (2), 119-132.

HARLEN, W. and OSBORNE, R. (1985) A model for learning and teaching applied to primary science, 17 (2), 133-146.

APPLE, M. W. (1985) The culture and commerce of the textbook, 17 (2), 147-162.

HARBER, C. (1985) Weapon of war: political education in Zimbabwe, 17 (2), 163-174.



Appraisal

DAMEROW, P. and WESTBURY, I. (1985) Mathematics for all--problems and implications, 17 (2), 175-184.



Research

KIMPSTON, R. D. (1985) Curriculum fidelity and the implementation tasks employed by teachers: a research study, 17 (2), 185-195.

TORRINGTON, D. and WEIGHTMAN, J. (1985) Teachers and the management trap, 17 (2), 197-205.



Reports

OBERG, A. (1985) Curriculum study and professional practice: how are they linked?, 17 (2), 207-209.

NICHOL, J. (1985) Classroom-based curriculum development, artificial intelligence and history teaching, 17 (2), 211-214.



Essay review

DOW, G. (1985) Curricular reforms that were 'caught not taught' in Australia. Review of L. Brady, Curriculum Development in Australia: Presage, Process, Product (Melbourne, AU: Prentice-Hall, 1983), 17 (2), 215-226.



Reviews

PETERSON, A. D. C. (1985) Review of D. Heater, Peace through Education: The Contribution of the Council for Education in World Citizenship (London: Falmer, 1984), 17 (2), 227-229.

FRASER, B. J. (1985) Review of R. McCormick and M. James, Curriculum Evaluation in Schools (London: Croom Helm, 1983), 17 (2), 229-230.

CARR, W. (1985) Review of T. S. Popkewitz, Paradigm and Ideology in Educational Research: The Social Functions of the Intellectual (London: Falmer, 1984), 17 (2), 231-233.

WALKER, R. (1985) REALLY inside the primary school classroom. Review of S. Rowland, The Enquiring Classroom: An Approach to Understanding Children's Learning, Curriculum Series for Teaching (London: Falmer, 1984), 17 (2), 233.

TORRANCE, H. (1985) Review of D. S. Frith and H. G. MacIntosh, A Teacher's Guide to Assessment (Cheltenham, UK: Stanley Thornes, 1984), 17 (2), 234-236.

MACLARTY, A. (1985) Review of A. P. Hunter, M. J. Ashley and C. J. Millar (eds), Education, Curriculum and Development, papers presented at Conference at the University of Cape Town and the University of Witwatersrand, Johannesburg, 1979-1981 (Cape Town, South Africa: Department of Education, University of Cape Town, 1984), 17 (2), 236-239.

DESFORGES, C. (1985) Review of L. W. Anderson (ed.), Time and School Learning: Theory, Research and Practice (London: Croom Helm, 1984), 17 (2), 239-240. [See 17 (4), 470-472.]

COLLIER, K. G. (1985) Higher education and the knowledge industry. Review of G. Bergendal (ed.), Knowledge and Higher Education, Report from a series of colloquia 1981/82 (Stockholm, Sweden: National Board of Universities and Colleges, 1983) and A. J. Fielding and D. M Kavanagh (eds), Curriculum Priorities in Australian Higher Education: An Examination of Curriculum Issues and Practices in Australian Higher Education with Proposals for Reform in Teacher Education (Canberra, AU: Croom Helm, 1983), 17 (2), 240-243.



JCS, 17 (3), July-September 1985



Articles

ARMBRUSTER, B. B. and ANDERSON, T. H.(1985) Producing 'considerate' expository text: or easy reading is damned hard writing, 17 (3), 247-263. [See 17 (3), 263-274.]

SCHUMACHER, G. M. (1985) A reaction to 'Americans develop plans for government'-1, 17 (3), 263-267. [See 17 (3), 247-263 and 267-274.]

WALKER, B. J. (1985) A reaction to 'Americans develop plans for government'-2, 17 (3), 267-270. [See 17 (3), 247-263, 263-267 and 270-274.]

JONASSEN, D. (1985) A reaction to 'Americans develop plans for government'-3, 17 (3), 270-274. [See 17 (3), 247-263 and 263-170.]

PARTINGTON, G. (1985) The same or different?: curricular implications of feminism and multiculturalism, 17 (3), 275-292.



Case study

ORPWOOD, G. W. F. (1985) The reflective deliberator: a case study of curriculum policy making, 17 (3), 293-304.



Research

SCHMIDT, W. H., ROEHLER, L., CAUL, J. L., BUCHMAN, M., DIAMOND, B., SOLOMON, D. and CIANCIOLO, P. (1985) The uses of curriculum integration in language arts instruction: a study of six classrooms, 17 (3), 305-320.

WALLIN, E. (1985) To change a school: experiences from local development work, 17 (3), 321-350.



Reports

SMAIL, B. (1985) An attempt to move mountains: the 'Girls into Science and Technology' (GIST) project, 17 (3), 351-354.

WRIGHT, E. (1985) What are young girls learning?: reflections on the research of Tizard and Hughes [B. Tizard and M. Hughes, Young Children Learning (London: Fontana, 1984)], 17 (3), 355-356.



Reviews

KENNEDY, K. J. (1985) Review of M. Fullan, The Meaning of Educational Change (New York: Teachers College Press, 1983), 17 (3), 357-358.

PRING, R. (1985) Review of I. Bates, J. Clarke, P. Cohen, D. Finn, R. Moore and P. Willis, Schooling for the Dole?: The New Vocationalism (London: Macmillan, 1984), 17 (3), 358-360.

HOLT, M. (1985) Hard facts about soft money. Review of R. G. Burgess (ed.), The Research Process in Educational Settings: Ten Case Studies (Lewes, UK: Falmer, 1984), 17 (3), 360-362.

POWER, C. (1985) Review of M. Galton and J. Willcocks (eds), Moving from the Primary Classroom (London: Routledge & Kegan Paul, 1983), 17 (3), 362-363.

BRIDGES, D. (1985) Review of C. Wringe, Democracy, Schooling and Political Education (London: Allen & Unwin, 1984) and R. F. Dearden, Theory and Practice in Education (Henley-on-Thames, UK: Routledge & Kegan Paul, 1984), 17 (3), 364-365.



JCS, 17 (4), October-December 1985



Articles

MILLAR, R. (1985) Training the mind: continuity and change in the rhetoric of school science, 17 (4), 369-382.

KNITTER, W. (1985) Curriculum deliberation: pluralism and the practical, 17 (4), 383-395.

EGAN, K. (1985) Teaching as story-telling: a non-mechanistic approach to planning teaching, 17 (4), 397-406.

WILLIAMS, E. A. (1985) Understanding constraints on innovation in physical education, 17 (4), 407-413.



Essay

FENSHAM, P. J. (1985) Science for all: a reflective essay, 17 (4), 415-435.



Reports

ORNSTEIN, A. C. (1985) Accountability report from the USA, 17 (4), 437-439.

LEITH, S. (1985) Science for every student: The Science Council of Canada Report: a non-scientific report [Science Council of Canada, Science for Every Student: Educating Canadians for Tomorrow's World, Report 36 (Ottawa, Science Council of Canada, 1984)], 17 (4), 440-445.

BROCKINGTON, D. (1985) Community, curriculum and economic development, 17 (4), 446-448.

BAKER, C. (1985) The microcomputer and the curriculum: a critique, 17 (4), 449-451.

SABAR, N. (1985) School-based curriculum development: reflections from an international seminar, 17 (4), 452-454.



Essay review

HARTNETT, A. and NAISH, M. (1985) Studies in change. Review of I. Goodson, School Subjects and Curriculum Change: Case Studies in Curriculum History (London: Croom Helm, 1983), M. Hammersley and A. Hargreaves (eds), Curriculum Practice: Some Sociological Case Studies (London: Falmer, 1983) and M. Galton and B. Moon (eds), Changing Schools...Changing Curriculum (London: Harper & Row, 1983), 17 (4), 455-460.



Reviews

ALEXANDER, R. (1985) Understanding the primary curriculum. Review of Schools Council, Primary Practice: A Sequel to the Practical Curriculum, Schools Council Working Paper 75 (London: Methuen, 1983), J. Boyd, Understanding the Primary Curriculum (London: Hutchinson, 1984), W. A. L. Blyth, Development, Experience and Curriculum in Primary Education (London: Croom Helm, 1984) and J. Blyth, Place and Time with Children Five to Nine (London: Croom Helm, 1984), 17 (4), 461-464.

BLYTH, A. (1985) Primary education between tides. Review of F. Maltby, Gifted Children and Teachers in the Primary School 5-12 (Lewes, UK: Falmer, 1984), R. J. Alexander, Primary Teaching (London: Holt, Rinehart & Winston, 1984) and C. Richards with R. Clayfield and B. Lofthouse, The Study of Primary Education: A Source Book, Vol. 1 (Lewes, UK: Falmer, 1984), 17 (4), 464-467.

MITCHELL, P. (1985) Review of S. J. Ball (ed.), Comprehensive Schooling: A Reader (London: Falmer, 1984), 17 (4), 467-469.

CARTER, K. and DOYLE, W. (1985) Review of L. W. Anderson (ed.), Time and School Learning: Theory, Research and Practice (London: Croom Helm, 1984), 17 (4), 470-472. [See 17 (2), 239-240.]

HOFFBRAND, J. (1985) Review of A. G. Watts, Education, Unemployment and the Future of Work (Oxford: Oxford University Press, 1983), 17 (4), 472-473.



JOURNAL OF CURRICULUM STUDIES: VOLUME 18: 1986

JCS, 18 (1), January-March 1986



Articles

SCHILLING, M. (1986) Knowledge and liberal education: a critique of Paul Hirst, 18 (1), 1-16.

YATES, L. (1986) Is women's studies a legitimate school subject?: an outline of an agenda for discussion, 18 (1), 17-30.

ROSARIO, J. R. (1986) Excellence, school culture and lessons in futility: another case against simplistic views of educational change, 18 (1), 31-43.



Essay

TANGERUD, H. and WALLIN, E. (1986) Values and contextual factors in school improvement, 18 (1), 45-61.



Case study

LILLIS, K. M. (1986) Africanizing the school literature curriculum in Kenya: a case-study in curriculum dependency, 18 (1), 63-84.



Research

JAHNKE, H. N. (1986) Origins of school mathematics in early-nineteenth century Germany, 18 (1), 85-94.



Reports

WALKER, R. (1986) Breaking the grip of print in curriculum research, 18 (1), 95-96.

HARLEN, W. (1986) Scientists, spirituality and education for life, 18 (1), 97-99.

THOMAS, D. (1986) Special educational needs: translating policies into practice, 18 (1), 100-101.



Reviews

MARTIN, L. (1986) Review of M. S. Knowles and Associates, Andragogy in Action: Applying Modern Principles of Adult Learning (San Francisco: Jossey-Bass, 1984), 18 (1), 103-105.

WEINER, G. (1986) Review of S. Kushner and T. Logan, Made in England: An Evaluation of Curriculum in Transition, A Report of the DES-sponsored [Department of Education and Science] Independent Evaluation of the Careers Guidance Integration Project, CARE Occasional Publication No. 14 (Norwich, UK: Centre for Applied Research in Education, University of East Anglia, 1984), 18 (1), 105-107.

COLLIER, G. (1986) Review of H. Judge, A Generation of Schooling: English Secondary Schools Since 1944 (Oxford: Oxford University Press, 1984) and J. Croall, Neill of Summerhill: The Permanent Rebel (London: Routledge & Kegan Paul, 1983), 18 (1), 107-109.

BROWN, C. A. (1986) Review of Secondary School Curriculum Review Project, Secondary School Curriculum Review: Towards the Specification of Minimum Entitlement (London: Schools Council, 1984), 18 (1), 109-111.

WOODS, P. (1986) Pupils speaking. Review of L. Davies, Pupil Power: Deviance and Gender in School (London: Falmer, 1984) and J. M. Hughes (ed.), The Best Years?: Reflections of School Leavers in the 1980s (Aberdeen, UK: Aberdeen University Press, 1984), 18 (1), 111-112.

ORMELL, C. (1986) Philosophising about curriculum. Review of R. Barrow, Giving Teaching Back to Teachers: A Critical Introduction to Curriculum Theory (London: Wheatsheaf, and London, ON: Althouse Press, 1984), 18 (1), 113-114.



JCS, 18 (2), April-June 1986



Articles

HARRIS, I. B. (1986) Communicating the character of 'deliberation', 18 (2), 115-132.

YAGER, R. E. and HOFSTEIN, A. (1986) Features of a quality curriculum for school science, 18 (2), 133-146.

GAYFORD, C. G. (1986) Environmental education and the secondary school curriculum, 18 (2), 147-157.

REID, W. (1986) Curriculum theory and curriculum change: what can we learn from history?, 18 (2), 159-166.

WATTS, M. and BENTLEY, D. (1986) Methodological congruity in principle and practice: a dilemma in science education, 18 (2), 167-175.



Essay

APPLE, M. W. and TEITELBAUM, K. (1986) Are teachers losing control of their skills and curriculum?, 18 (2), 177-184.



Case study

HAYWOOD, R. (1986) The life and death of two national agencies [Schools Council for Curriculum and Examinations (UK) and National Council for Innovation in Education [NCIE] (Norway)]: implications for curriculum support strategies, 18 (2), 185-196.



Research

MUNBY, H. (1986) Metaphor in the thinking of teachers: an exploratory study, 18 (2), 197-209.



Reports

HALKES, R. (1986) Teacher thinking: a promising perspective into educational processes: Report of the 1983 and 1985 Conferences of the International Study Association on Teacher Thinking (ISATT), 18 (2), 211-214.

CUMMINGS, C., FOLEY, R., LONG, A. and TURNER, E. (1986) Developing assessments in home economics, 18 (2), 215-218.

WALKER, R. and SUGGETT, D. (1986) Curriculum '85: the Conference of the Australian Curriculum Studies Association [La Trobe University, AU, 1985], 18 (2), 219-220.



Essay review

DUNLOP, F. (1986) Personal, social and religious education and the nature of man. Review of R. Pring, Personal and Social Education in the Curriculum: Concepts and Content (London: Hodder & Stoughton, 1984) and J. Sealey, Religious Education: Philosophical Perspectives (London: Allen & Unwin, 1985). 18 (2), 221-225.



Reviews

FISHER, D. L. (1986) Review of D. Raffe (ed.), Fourteen to Eighteen: The Changing Pattern of Schooling in Scotland (Aberdeen, UK: Aberdeen University Press, 1983), 18 (2), 227-228.

GALLAGHER, J. J. and FRASER, B. J. (1986) Review of D. Hopkins and M. Wideen (eds), Alternative Perspectives on School Improvement (London: Falmer, 1984), 18 (2), 228-229.

HAYNES, B. (1986) Review of C. Lankshear, Freedom and Education: Toward a Non-Rationalist Philosophy of Education (Auckland, NZ: Milton Brookes, 1982), 18 (2), 229-230.

MALONE, J. A. (1986) Review of R. B. Davis, Learning Mathematics: The Cognitive Science Approach to Mathematics Education (Norwood, NJ: Ablex, 1984), 18 (2), 230-232.

SIMONS, H. (1986) Review of P. Tamir (ed.), The Role of Evaluators in Curriculum Development (London: Croom Helm, 1984), 18 (2), 232-234.

MUNBY, H. (1986) Review of R. Halkes and J. Olson, Teacher Thinking: A New Perspective on Persisting Problems in Education, Proceedings of the First Symposium of the International Study Association on Teacher Thinking [ISATT] (Lisse, The Netherlands: Swets & Zeitlinger, 1984), 18 (2), 234-235.

ORMELL, C. (1986) A journey round some classrooms. Review of D. A. Quadling, Towards Mathematical Maturity: Some European Comparisons (Cambridge: Cambridge Institute of Education, 1983), 18 (2), 235-237.



JCS, 18 (3), July-September 1986



Articles

FEIMAN-NEMSER, S. and BUCHMANN, M. (1986) The first year of teacher preparation: transition to pedagogical thinking?, 18 (3), 239-256.

KNITTER, W. (1986) Aesthetic experience as a model for curricular thought and action, 18 (3), 257-266.

POPKEWITZ, T. S., PITMAN, A. and BARRY, A. (1986) Educational reform and its millennial quality: the 1980s, 18 (3), 267-283.

MILLER, L. (1986) Computers and language arts: theory and practice, 18 (3), 285-297.



Case studies

BEATTIE, C. (1986) Judging the worth of curriculum materials: a preview approach, 18 (3), 299-309.

KIRK, D. (1986) Temporal dimensions of an innovative idea: a case study of teacher-initiated innovation, 18 (3), 311-330.



Research report

KING, E. W. (1986) Recent experimental strategies for prejudice reduction in American Schools and classrooms, 18 (3), 331-338.



Reports

RICH, Y. (1986) Curriculum development of co-operative learning in mixed ability classes, 18 (3), 339-341.

EASTON, S. and OLSON, J. (1986) 'Doing computers?': the micro in the elementary curriculum, 18 (3), 342-344.

ROSS, J. A. (1986) Assessing the impact of off-campus graduate instruction on schools, 18 (3), 345-346. [See 18 (3), 347-348.]

DERRICOTT, R. (1986) Assessing the impact of off-campus graduate instruction on schools: a speculative comment, 18 (3), 347-348. [See 18 (3), 345-346.]



Reviews

MATTHEWS, J. (1986) Review of H. D. Black and W. B. Dockrell, Criterion-Referenced Assessment in the Classroom, Scottish Council for Research in Education Publication 84 (Edinburgh: Scottish Council for Research in Education, 1984), 18 (3), 349-351.

REYNOLDS, P. (1986) Review of E. Biggs, Teaching Mathematics 7-13: Slow Learning and Able Pupils (Windsor, UK: NFER/Nelson, 1985), 18 (3), 352-353.

ROWLAND, S. (1986) Review of R. Derricott, Curriculum Continuity: Primary to Secondary (Windsor, UK: NFER/Nelson for Schools Council, 1985), 18 (3), 353-354.

BANTOCK, G. (1986) Review of I. Goodson (ed.), Social Histories of the Secondary Curriculum: Subjects for Study (Lewes, UK: Falmer, 1985), 18 (3), 354-356.

GOLDBERG, S. (1986) Review of S. Turkle, The Second Self: Computers and the Human Spirit (New York: Simon & Schuster, 1984), 18 (3), 356-359.

HEBDEN, R. (1986) Review of D. Boardman (ed.), New Directions in Geographical Education (Lewes, UK: Falmer, 1985) and A. Hogarth, Social, Industrial and Environmental Studies (London: Edward Arnold, 1984), 18 (3), 359-361.

CARR, W. (1986) Review of J. Holt, How Children Learn, revised edn (Harmondsworth, UK: Penguin, 1984) and D. E. Purpel and H. S. Shapiro (eds), Schools and Meaning: Essays on the Moral Nature of Schooling (Washington, DC: University Press of America, 1985), 18 (3), 361-363.



JCS, 18 (4), October-December 1986



General

DOYLE, W. (1986) Content representation in teachers' definitions of academic work, 18 (4), 365-379.

HODSON, D. (1986) Rethinking the role and status of observation in science education, 18 (4), 381-396.

LUKE, A. (1986) Linguistic stereotypes, the divergent speaker and the teaching of literacy, 18 (4), 397-408.



Research

ROBINSON, R. (1986) Geography teachers' reflections about development, 18 (4), 409-427.



Case study

MILLAR, C., MORPHET, T. and SADDINGTON, T. (1986) Curriculum negotiation in professional adult education, 18 (4), 429-443.



Reports

MORRIS, P. (1986) A matrix for describing alternative strategies of curriculum development, 18 (4), 445-448.

MARSH, C. (1986) IT-INSET [Initial Training and Inservice Education and Training]: a panacea for the 1980s?, 18 (4), 449-453.

MACKRELL, T. and RYBA, K. (1986) The microcomputer and the curriculum: skeletons, seductions or overbaked missionary zeal, 18 (4), 454-455.



Reviews

DELAMONT, S. (1986) From lettuces to lasers: changing the curriculum for women. Review of M. Arnot (ed.), Race and Gender: Equal Opportunities Policies in Education (Oxford: Pergamon, 1985), M. Sutherland, Women who Teach in Universities (Stoke-on-Trent, UK: Trentham Books for the European Institute of Education and Social History, 1985), G. Weiner (ed.), Just a Bunch of Girls: Feminist Approaches to Schooling (Milton Keynes, UK: Open University Press, 1985), J. Whyte, Gender, Science and Technology: Inservice Handbook (York, UK: Longman, 1985) and J. Whyte, Girls into Science and Technology: The Story of a Project, Girls into Science and Technology Project (London: Routledge & Kegan Paul, 1986), 18 (4), 457-461.

NAISH, M. and HARTNETT, A. (1986) Review of W. Hare, Controversies in Teaching (London: Wheatsheaf, and London, ON: Althouse Press, 1985), 18 (4), 461-462.

WILSON, J. (1986) Review of G. Walford (ed.), British Public Schools: Policy and Practice (Lewes, UK: Falmer, 1984), 18 (4), 463-464.

BIGSBY, P. (1986) Review of V. Quinn and A. Macauslan, Dyslexia: What Parents Ought to Know (London: Penguin, 1986), 18 (4), 464-465.

DILLON, J. T. (1986) Review of P. Chance, Thinking in the Classroom: A Survey of Programs (New York: Teachers College Press, 1986), 18 (4), 465-466.

CUSICK, P. (1986) Review of A. G. Powell, E. Farrar and O. K. Cohen, The Shopping Mall High School: Winners and Losers in the Educational Marketplace (Boston: Houghton Mifflin, 1985), 18 (4), 466-469.

GOUGH, N. (1986) Curriculum Contents and discontents. Review of B. Wilcox, J. Quinn, S. Lavercombe and L. Burn, The Preparation for Life Curriculum (London: Croom Helm, 1984) and E. C. Cuff and G. C. F. Payne (eds), Crisis in the Curriculum (London: Croom Helm, 1985), 18 (4), 469-472.



JOURNAL OF CURRICULUM STUDIES: VOLUME 19: 1987

JCS, 19 (1), January-February 1987



General

EDELSTEIN, W. (1987) The rise and fall of the Social Science Curriculum Project in Iceland, 1974-1984: reflections on reason and power in educational progress, 19 (1), 1-23.

BROADFOOT, P. (1987) Profiling and the affective curriculum, 19 (1), 25-34.

LARSSON, S. (1987) Learning from experience: teachers' conceptions of changes in their professional practice, 19 (1), 35-43.

ATKINS, M. J. (1987) The pre-vocational curriculum: a review of the issues involved, 19 (1), 45-53.



Case study

OBERG, A. (1987) Using construct theory as a basis for research into teacher professional development, 19 (1), 55-65.



Reports

EVANS, K. (1987) Raising awareness of sex stereotyping through application of personal construct theory, 19 (1), 67-72.

ELLIOT, D. L., NAGEL, K. and WOODWARD, A. (1987) Scientific illiteracy in elementary school science textbook programmes, 19 (1), 73-76.



Essay reviews

CUTTANCE, P. (1987) Curriculum: the frog prince of school effectiveness research? Review of R. Barr and R. Dreeben with N. Wiratchai, How Schools Work (Chicago: University of Chicago Press, 1983), 19 (1), 77-85. [See 17 (1), 111-113.]

ROWLAND, S. (1987) Where is primary education going? Review of Department of Education and Science, Education 8 to 12 in Combined and Middle Schools: An HMI Survey [Her Majesty's Inspectors] (London: Her Majesty's Stationery Office, 1985), 19 (1), 87-90.



Reviews

KALIN, M. G. (1987) Review of H. Abelson and G. J. Sussman with J. Sussman, The Structure and Interpretation of Computer Programs (Cambridge, MA: MIT Press, 1985), 19 (1), 91-95.

TURNER, T. (1987) Review of D. Barnes, From Communication to Curriculum (Harmondsworth, UK: Penguin, 1976, repr. 1985), 19 (1), 95-97. [See 8 (2), 186-187.]

CHAZAN, M. (1987) Review of P. Ribbins (ed.), Schooling and Welfare (Lewes, UK: Falmer, 1985) and C. J. Smith (ed.), New Directions in Remedial Education (Lewes, UK: Falmer, 1985), 19 (1), 97-99.

HEARNDEAN, A. (1987) Review of I. F. Goodson and V. McGivney, European Dimensions and the Secondary School Curriculum (Lewes, UK: Falmer, 1985), 19 (1), 99-100.

ADELMAN, C. (1987) Review of M. Shipman, The Management of Learning in the Classroom (London: Hodder & Stoughton, 1985) and R. L. Dobson, J. E. Dobson and J. R. Koetting, Looking At, Talking About, and Living with Children: Reflections on the Process of Schooling (Lanham, MD: University Press of America, 1985), 19 (1), 100-101.

WORRALL, P. (1987) Below the bottom line. Review of J. Evans, Teaching in Transition: The Challenge of Mixed-Ability Grouping (Milton Keynes, UK: Open University Press, 1985), 19 (1), 101-103.



JCS, 19 (2), March-April 1987



General

McNEIL, L. (1987) Talking about differences, teaching to sameness, 19 (2), 105-122.

REEVE, R. A., PALINCSAR, A. S. and BROWN, A. L. (1987) Everyday and academic thinking: implications for learning and problem-solving, 19 (2), 123-133.

BLUMENFELD, P. C., MERGENDOLLER, J. R. and SWARTHOUT, D. W. (1987) Task as a heuristic for understanding student learning and motivation, 19 (2), 135-148.

PRATT, D. (1987) Curriculum design as humanistic technology, 19 (2), 149-162.

FINLAYSON, D. S. (1987) School climate: an outmoded metaphor?, 19 (2), 163-173.



Research

TÖRNVALL, A. (1987) An investigation into the relationship between teacher beliefs and the philosophy of Läroplan 69, 19 (2), 175-182.



Reports

EVANS, T. D. (1987) Gender and primary schooling in Australia: some classroom and curriculum findings, 19 (2), 183-186.

MOORE, P. A. (1987) Children, teachers and computers: a joint venture in learning, 19 (2), 187-190.



Reviews

STANLEY, J. (1987) The uses and abuses of sociology. Review of R. W. Connell, D. J. Ashenden, S. Kessler and G. W. Dowsett, Making the Difference: Schools, Families and Social Division (Sydney, AU: Allen & Unwin, 1982), 19 (2), 191-193.

STOLL, P. A. (1987) Misconstruing truancy. Review of K. Reid, Truancy and School Absenteeism (London: Hodder & Stoughton, 1985), 19 (2), 193-195.

CLANDININ, D. J. (1987) Classroom research: teaching and change. Review of R. Walker, Doing Research: A Handbook for Teachers (London: Methuen, 1985) and D. Hopkins, A Teacher's Guide to Classroom Research (Milton Keynes, UK: Open University Press, 1985), 19 (2), 195-200.

MUNBY, H. (1987) Review of R. G. Burgess (ed.), Strategies of Educational Research: Qualitative Methods (Lewes, UK: Falmer, 1985), 19 (2), 200-202.



JCS, 19 (3), May-June 1987



General

SHAW, K. (1987) Curriculum, management and the improvement of education: forging a practical alliance, 19 (3), 203-217.

MENCK, P. (1987) Throwing two dice: the content of a mathematics lesson, 19 (3), 219-225.

LAWN, M. (1987) The spur and the bridle: changing the mode of curriculum control, 19 (3), 227-236.



Research

TOYE, C. and DENSCOMBE, M. (1987) Receptiveness to multiculturalism in art and design education: a survey of parental attitudes, 19 (3), 237-258.



Essay review

CORNBLETH, C. (1987) Unarmed prophets? Review of The Holmes Group, Tomorrow's Teachers (East Lansing, MI: The Holmes Group, 1986), 19 (3), 259-269.



Report

EVANS, T. D. (1987) Gender and primary schooling in Australia: shaping policies and making decisions, 19 (3), 271-273.



Reviews

WHITE, R. J. (1987) Review of J. D. Novack and D. B. Gowin, Learning How to Learn (Cambridge: Cambridge University Press, 1984), 19 (3), 275-276.

SOTER, A. O. (1987) New perspectives in composition research and instruction. Review of M. Myers, The Teacher-Researcher: How to Study Writing in the Classroom (Urbana, IL: National Council of Teachers of English, 1985) and A. R. Gere (ed.), Roots in the Sawdust: Writing to Learn Across the Disciplines (Urbana, IL: National Council of Teachers of English, 1985), 19 (3), 277-281.

BAILEY, C. (1987) Review of L. A. Reid, Ways of Understanding and Education (London: Heinemann, 1986) and D. Ebbutt and J. Elliott (eds), Issues in Teaching for Understanding (London: Longman for School Curriculum Development Committee, 1985), 19 (3), 282-286.

WALKER, R. (1987) Review of N. Norris and J. Sanger, Inside Information: Evaluating a Curriculum Innovation (Norwich, UK: Centre for Applied Research in Education, University of East Anglia, 1984), 19 (3), 286-288.

CLEVERLEY, J. (1987) Review of B. Holmes (ed.), Equality and Freedom in Education: A Comparative Study (London: Allen & Unwin, 1985), 19 (3), 288-289.

PAGET, N. (1987) Review of K. E. Eble and W. J. McKeachie, Improving Undergraduate Education Through Faculty Development: An Analysis of Effective Programs and Practices (San Francisco: Jossey-Bass, 1985), 19 (3), 289-291.

DAVIS, D. (1987) Review of J. Britten (ed. on behalf of the International Federation for the Teaching of English), English Teaching: An International Exchange (London: Heinemann, 1984), 19 (3), 291-292.

WARD, J. (1987) Review of S. Leyden, Helping the Child of Exceptional Ability (London: Croom Helm, 1985), 19 (3), 292-294.



JCS, 19 (4), July-August 1987



General

CHERRYHOLMES, C. H. (1987) A social project for curriculum: post-structural perspectives, 19 (4), 295-316.

NESPOR, J. (1987) The role of beliefs in the practice of teaching, 19 (4), 317-328.

ASSOR, A. and GORDON, D. (1987) The implicit learning theory of hidden-curriculum research, 19 (4), 329-339.

MURPHY, J., HULL, T. R. and WALKER, A. (1987) Academic drift and curriculum debris: analysis of high school course-taking patterns and its implications for local policy makers, 19 (4), 341-360.



Essay review

HARTNETT, A. and NAISH, M. (1987) Multicultural education: paregoric or panacea? Review of S. Modgil, G. K. Verma, K. Mallick and C. Modgil (eds), Multicultural Education: The Interminable Debate (London: Falmer, 1986) and R. Willey, Race, Equality and Schools (London: Methuen, 1984), 19 (4), 361-369.



Reports

LENTZ, L. and VAN TUIJL, H. (1987) Language: the medium and the message of a curriculum document, 19 (4), 371-373.

BRADY, L. (1987) Explaining school-based curriculum satisfaction: a case study, 19 (4), 375-378.



Reviews

MARJORIBANKS, K. (1987) Review of B. J. Fraser, Classroom Environment (London: Croom Helm, 1986), 19 (4), 379-380.

SANGER, J. (1987) The inner game of teaching. Review of D. J. Clandinin, Classroom Practice: Teacher Images in Action (London: Falmer, 1986), 19 (4), 380-382.

SMITH, R. A. (1987) Review of H. B. Redfern, Questions in Aesthetic Education (London: Allen & Unwin, 1986), 19 (4), 382-384.

BALL, S. J. (1987) Review of M. H. Price (ed.), The Development of the Secondary Curriculum (Beckenham, UK: Croom Helm, 1986), 19 (4), 384-385.

HORWOOD, R. (1987) The reluctant radical. Review of K. Egan, Teaching As Story Telling: An Alternative Approach To Teaching and Curriculum In the Elementary School (London, ON: Althouse Press, 1986), 19 (4), 385-387. [See 21 (4), 377-379.]

HALL, J. (1987) Review of L. Weis, Between Two Worlds: Black Students in an Urban Community College (Boston: Routledge & Kegan Paul, 1985), 19 (4), 387-388.

WATTS, O. F. (1987) Review of R. Smith, Freedom and Discipline, Introductory Studies in Philosophy of Education series (London: Allen & Unwin, 1985), 19 (4), 388-391.



JCS, 19 (5), September-October 1987



General

KEITEL, C. (1987) What are the goals of mathematics for all?, 19 (5), 393-407.

WOOD, R. and POWER, C. (1987) Aspects of the competence-performance distinction: educational, psychological and measurement issues, 19 (5), 409-424.

SÖTER, A. O. (1987) Recent research on writing: implications for writing across the curriculum, 19 (5), 425-438.



Research

SCHMIDT, W. H., PORTER, A. C., FLODEN, R. E., FREEMAN, D. J. and SCHWILLE, J. R. (1987) Four patterns of teacher content decision-making, 19 (5), 439-455.

HATTON, E. J. (1987) Hidden pedagogy as an account of pedagogical conservatism, 19 (5), 457-470.



Report

HAFFENDEN, I. G. (1987) The management of profile development: a case study, 19 (5), 471-474.



Reviews

DESFORGES, C. (1987) Review of R. Davis (ed.), The Infant School: Past, Present and Future (London: London Institute of Education, 1986) and B. Spodek (ed.), Today's Kindergarten: Exploring the Knowledge Base, Expanding the Curriculum (New York: Teachers College Press, 1986), 19 (5), 475-476.

EDWARDS, A. D. (1987) Review of J. Nisbet and J. Shucksmith, Learning Strategies (Boston: Routledge & Kegan Paul, 1986), 19 (5), 476-477.

MUSGRAVE, P. W. (1987) Review of G. Whitty, Sociology and School Knowledge: Curriculum Theory, Research and Politics (London: Methuen, 1985), 19 (5), 477-479.

CARR, W. (1987) Review of M. Downey and A. V. Kelly, Theory and Practice of Education: An Introduction, 3rd edn (London: Harper & Row, 1986) and A. V. Kelly, Knowledge and Curriculum Planning (London: Harper & Row, 1986), 19 (5), 479-481. [See 10 (1), 87-88.]

HARGREAVES, A. (1987) Review of B. T. Gorwood, School Transfer and Curriculum Continuity (London: Croom Helm, 1986) and A. Stillman and K. Maychell, School to School: LEA and Teacher Involvement in Educational Continuity (Slough, UK: NFER/Nelson, 1986), 19 (5), 481-483.

KOGAN, M. (1987) Review of B. Simon, Does Education Matter? (London: Lawrence & Wishart, 1986), 19 (5), 483-486.



JCS, 19 (6), November-December 1987



General

CLANDININ, D. J. and CONNELLY, F. M. (1987) Teachers' personal knowledge: what counts as 'personal' in studies of the personal, 19 (6), 487-500. [See 19 (6), 501-509 and 20 (2), 155-172.]

ELBAZ, F., MARLAND, P., and MUNBY, H. and STAFFORD, C. (1987) Responses to Clandinin and Connelly, 19 (6), 501-509. [See 19 (6) 487-500.]

WOODWARD, A. (1987) Textbooks: less than meets the eye, 19 (6), 511-526.

ROTH, K. J., ANDERSON, C. W. and SMITH, E. L. (1987) Curriculum materials, teacher talk and student learning: case studies in fifth grade science teaching, 19 (6), 527-548.



Research

TOBIN, K. and GALLAGHER, J. J. (1987) What happens in high school science classrooms?, 19 (6), 549-560.



Reviews

BROWN, C. A. (1987) Review of W. Harlen, Teaching and Learning Primary Science (London: Harper & Row, 1985) and B. Hodgson and E. Scanlon (eds), Approaching Primary Science: A Reader (London: Harper & Row, 1985), 19 (6), 561-562.

BARKER, B. (1987) Review of I. Goodson (ed.), International Perspectives in Curriculum History (London: Croom Helm, 1986), 19 (6), 562-563. [See 24 (4), 401-402.]

HARLEN, W. (1987) A study of three cases. Review of P. Fensham (ed.), Alienation from Schooling (London: Routledge & Kegan Paul, 1986), 19 (6), 563-565.

BARNES, D. (1987) Helping pupils to be better learners. Review of J. R. Baird and I. J. Mitchell (eds), Improving the Quality of Teaching and Learning: An Australian Case Study--The PEEL Project [Project for Enhancing Effective Learning] (Clayton, AU: Faculty of Education, Monash University, 1986), 19 (6), 566-567.

JONATHAN, R. (1987) Review of S. Aronowitz and H. A. Giroux, Education under Siege: The Conservative, Liberal, and Radical Debate over Schooling (London: Routledge & Kegan Paul, 1985), 19 (6), 567-569.

COHEN, R. D. (1987) The shaping of the American curriculum in the twentieth century: do we now know enough? Review of H. M. Kliebard, The Struggle for the American Curriculum, 1893-1958 (London: Routledge & Kegan Paul, 1986), B. M. Franklin, Building the American Community: The School Curriculum and the Search for Social Control (London: Routledge & Kegan Paul, 1986) and I. Shor, Culture Wars: School and Society in the Conservative Restoration, 1969-1984 (London: Routledge & Kegan Paul, 1986), 19 (6), 569-573. [See 28 (3), 353-355]

KING, J. A. (1987) Thinking about education series (ed. J. F. Soltis). Review of W. Feinberg and J. F. Soltis, School and Society (New York: Teachers College Press, 1985), D. C. Phillips and J. F. Soltis, Perspectives on Learning (New York: Teachers College Press, 1985), K. A. Strike and J. F. Soltis, The Ethics of Teaching (New York: Teachers College Press, 1985), D. F. Walker and J. F. Soltis, Curriculum and Aims (New York: Teachers College Press, 1986) and G. D. Fenstermacher and J. F. Soltis, Approaches to Teaching (New York: Teachers College Press, 1985), 19 (6), 573-575.



JOURNAL OF CURRICULUM STUDIES: VOLUME 20: 1988

JCS, 20 (1), January-March 1988



General

CHERRYHOLMES, C. H. (1988) An exploration of meaning and the dialogue between textbooks and teaching, 20 (1), 1-21.

MAGENDZO, A. (1988) The application of a cultural analysis model to the process of curriculum planning in Latin America, 20 (1), 23-33.

BONSER, S. A. and GRUNDY, S. J. (1988) Reflective deliberation in the formulation of a school curriculum policy, 20 (1), 35-45.



Research

VAN DEN AKKER, J. J. (1988) The teacher as learner in curriculum implementation, 20 (1), 47-55.

EMIHOVICH, C. and MILLER, G. E. (1988) Learning Logo: the social context of cognition, 20 (1), 57-70.



Essay review

RICHARDSON-KOEHLER, V. (1988) What works does and doesn't. Review of US Department of Education, What Works: Research About Teaching and Learning (Washington, DC: US Department of Education, 1986), 20 (1), 71-79.



Report

VERLOOP, N. (1988) Investigating teacher cognitions: a report of the third ISATT [International Study Association on Teacher Thinking] conference, 20 (1), 81-85.



Reviews

FREEDMAN, K. (1988) Review of R. A. Smith, Excellence in Art Education: Ideas and Initiatives (Reston, VA: National Art Education Association, 1986), 20 (1), 87-90.

STRONACH, I. (1988) Review of the Consultative Committee on the Curriculum, Education 10-14 in Scotland (Dundee, UK: Programme Directing Committee, Dundee College of Education, 1986), 20 (1), 90-93.

TICKLE, L. (1988) Review of A. Hargreaves, Two Cultures of Schooling: The Case of the Middle Schools (London: Falmer, 1986), 20 (1), 94-95.

McKERNAN, J. (1988) Review of M. Mobley, Evaluating Curriculum Materials: An Introduction; Evaluating Curriculum Materials: Unit 1. The Reading Process, and Evaluating Curriculum Materials: Unit 2 Readability (York, UK: Schools Curriculum Development Committee, Longman, 1987), 20 (1), 95-98.



JCS, 20 (2), March-April 1988



General

BURNS, G. T. (1988) Tradition and revolution in the American secondary curriculum: the Cambridge High School case, 20 (2), 99-118.

HUBERMAN, M. (1988) Teacher careers and school improvement, 20 (2), 119-132.

DIAMOND, C. T. P. (1988) Construing a career: a developmental view of teacher education and the teacher educator, 20 (2), 133-140.

ZEULI, J. S. and BUCHMANN, M. (1988) Implementation of teacher-thinking research as curriculum deliberation, 20 (2), 141-154.



Response

HALKES, R. (1988) Perspectives on teacher thinking: comment on Clandinin and Connelly's study of the 'personal' in studies of the personal, 20 (2), 155-158. [See 19 (6), 487-500.]

ROEHLER, L. R., DUFFY, G. G., HERRMANN, B. A., CONLEY, M. and JOHNSON, J. (1988) Knowledge structures as evidence of the 'personal': bridging the gap from thought to practice, 20 (2), 159-165. [See 19 (6), 487-500.]

OLSON, J. (1988) Making sense of teaching: cognition vs. culture, 20 (2), 167-169. [See 19 (6), 487-500.]

LARSSON, S. (1988) Response to Clandinin and Connelly, 20 (2), 171-172. [See 19 (6), 487-500.]

Essay reviews

TURNER, T. (1988) Art thought and everyday thought. Review of P. Smyth with R. Bailey, K. Chalmers and J. Marston, Talking and Learning in Small Groups: Pupils Aged 12-13 in Conversation About a Poem (London: SCDC [School Curriculum Development Committee] Publications/Longman, 1985), 20 (2), 173-179.

BEATTIE, C. (1988) Studying, taming, and exploiting the micro. Review of J. Olson and S. Eaton, Case Studies of Microcomputers in the Classroom: Questions for Curriculum and Teacher Education (Toronto, ON: Queen's Printer, 1986) and J. Nylander (ed.), A Model Programme: The Teachers' Story (New South Wales, AU: IBM Australia, 1986), 20 (2), 181-188.



Reviews

GROSCH, P. (1988) Review of M. W. Apple, Teachers and Texts: A Political Economy of Class and Gender Relations in Education (London: Routledge & Kegan Paul, 1986), 20 (2), 189-191.

WILLEY, D. S. (1988) Review of L. T. Sheive and M. B. Schoenheit (eds), Leadership: Examining the Elusive (Alexandria, VA: Association for Supervision and Curriculum Development, 1987), 20 (2), 191-192.

McANINCH, A. R. (1988) Review of L. E. Raths, S. Wassermann, A. Jonas and A. M. Rothstein, Teaching for Thinking: Theory, Strategies and Activities for the Classroom, 2nd edn (New York: Teachers College Press, 1986), 20 (2), 192-195.



JCS, 20 (3), May-June 1988



General

DILLON, J. T. (1988) The remedial status of student questioning, 20 (3), 197-210.

HARGREAVES, A. (1988) Teaching Quality: a sociological analysis [Department of Education and Science, Teaching Quality, Cmnd 8836 (London: Her Majesty's Stationery Office, 1983), Department of Education and Science, Better Schools, Cmnd 9469 (London: Her Majesty's Stationery Office, 1985) and Department of Education and Science, Initial Teacher Training: Approval of Courses, Circular 3/84 (London: Her Majesty's Stationery Office, 1984)], 20 (3), 211-231.

LEE, J. J., ADAMS, D. and CORNBLETH, C. (1988) Transnational transfer of curriculum knowledge: a Korean case study, 20 (3), 233-246.

BYRAM, M. (1988) Rethinking foreign language teaching in the UK: what curriculum for a multi-ethnic society?, 20 (3), 247-255.



Research

TAMIR, P. (1988) The role of pre-planning curriculum evaluation in science education, 20 (3), 257-262.



Essay review

SCHOSTAK, J. (1988) Education and the schooling of those with 'special needs'. Review of D. Galloway, Schools, Pupils and Special Educational Needs (London: Croom Helm, 1985), C. Gipp, H. Gross and H. Goldstein, Warnock's Eighteen Per Cent: Children with Special Needs in Primary Schools (Barcombe, UK: Falmer, 1987), M. D. Wilson, History for Pupils with Learning Difficulties (London: Hodder & Stoughton, 1985), S. Wood and B. Shears, Teaching Children with Severe Learning Difficulties: A Radical Reappraisal (London: Croom Helm, 1986) and T. Booth, P. Potts and W. Swann (eds), Preventing Difficulties in Learning: Curricula for All (Oxford: Blackwell, 1987), 20 (3), 263-267.



Reports

BROMME, R. and JUHL, K. (1988) How teachers construe pupil understanding of tasks in mathematics: relating the content to cognitive processes of the learner, 20 (3), 269-275.

ENNIS, C. D. and HOOPER, L. M. (1988) Development of an instrument for assessing educational value orientations, 20 (3), 277-280.



Reviews

BURLINGAME, M. (1988) Review of S. J. Ball, The Micro-Politics of the School: Towards a Theory of School Organization (London: Methuen, 1987), 20 (3), 281-283.

MEHLINGER, H. D. (1988) Review J. Dunstan (ed.), Soviet Education Under Scrutiny (Glasgow: Jordanhill College Publication, 1987), 20 (3), 283-284.

PAGANO, J. A. (1988) Review of M. Holt, Judgment, Planning and Education Change (New York: Harper & Row, 1987), 20 (3), 284-289.



JCS, 20 (4), July-August 1988



General

WESTBURY, I. (1988) How should we be judging the American high school?, 20 (4), 291-315.

HEWSON, M. G. A'B. (1988) The ecological context of knowledge: implications for learning science in developing countries, 20 (4), 317-326.

CLOUGH, P. (1988) Bridging 'mainstream' and 'special' education: a curriculum problem, 20 (4), 327-338.

CLARK, C. (1988) The necessity of curricular objectives, 20 (4), 339-349.



Research

KIMPSTON, R. D. and ROGERS, K. B. (1988) Predispositions, participatory roles and perceptions of teachers, principals and community members in a collaborative curriculum planning process, 20 (4), 351-367.



Report

TOBIN, K. and FRASER, B. J. (1988) Investigations of exemplary practice in science and mathematics teaching in Western Australia, 20 (4), 369-371.



Reviews

LOSHAK, R. (1988) Review of D. Pimm, Speaking Mathematically: Communication in Mathematics Classrooms (London: Routledge & Kegan Paul, 1987), 20 (4), 373-374.

ANDERSON, J. O. (1988) Review of L. McLean, R. Wolfe and M. Wahlstrom, Learning about Teaching From Comparative Studies: Ontario Mathematics in International Perspective (Toronto, ON: Ontario Ministry of Education, 1987), 20 (4), 374-376.

DAVEY, A. G. (1988) Review of J. Lynch, Prejudice Reduction and the Schools (London: Cassell, 1987), 20 (4), 376-378.

PURVES, A. C. (1988) Review of R. Barrow and G. Milburn, A Critical Dictionary of Educational Concepts: An Appraisal of Selected Ideas and Issues in Educational Theory and Practice (Brighton, UK: Wheatsheaf, 1986), 20 (4), 378-379.

EKE, R. and WITHERS, R. (1988) 'Inside Schools' and the educational viability of interactionist ethnography. Review of P. Woods, Inside Schools: Ethnography in Educational Research (London: Routledge, 1986), 20 (4), 379-382.

FRANKE-WITBERG, S. (1988) Review of G. Weiner and M. Arnot (eds), Gender Under Scrutiny: New Inquiries In Education (London: Open University/Hutchinson, 1987), 20 (4), 382-385.



JCS, 20 (5), September-October 1988



General

FREEDMAN, K. and POPKEWITZ, T. S. (1988) Art education and social interests in the development of American schooling: ideological origins of curriculum theory, 20 (5), 387-405.

HARLAND, J. (1988) Upper secondary curriculum in England and Wales: current developments and emerging structures, 20 (5), 407-422.

RINNE, R. (1988) From ethos to habitus: the changing curriculum codes of Finnish Schooling, 1881-1985, 20 (5), 423-435.

ATKINS, E. (1988) Reframing curriculum theory in terms of interpretation and practice: a hermeneutical approach, 20 (5), 437-448.



Case study

KIRK, D. (1988) Ideology and school-centred innovation: a case study and a critique, 20 (5), 449-464.



Research

MATHINOS, D. A. and WOODWARD, A. (1988) Instructional computing in an elementary school: the rhetoric and reality of an innovation, 20 (5), 465-473.



Reports

GRIFFITHS, M. and ALFREY, M. (1988) Girls and computers in primary schools: evidence from a UK survey, 20 (5), 475-477.

TROSKY, O. S. and ZAKALUK, B. L. (1988) 'Curriculum-friendly' testing of language arts skills: a pilot evaluation of a province-wide program, 20 (5), 479-481.



JCS, 20 (6), November-December 1988



General

KNITTER, W. (1988) The informing vision of the practical: the concepts of character, virtue, vice and privation, 20 (6), 483-492.

McKINNON, K. (1988) Developments in the curriculum and structures of upper-secondary education in Australia: the last decade, 20 (6), 493-507.

MORRIS, P. (1988) The effect on the school curriculum of Hong Kong's return to Chinese sovereignty in 1997, 20 (6), 509-520.

JANSEN, J. D. (1988) Curriculum change and contextual realities in South African education: cui bono?, 20 (6), 521-527.



Essay reviews

HOWLEY, C. B. (1988) The small rural primary school. Review of A. Bell and A. Sigsworth, The Small Rural Primary School: A Matter of Quality (London: Falmer, 1987), 20 (6), 529-535.

GROSCH, P. (1988) The conspiracy against village schools. Review of C. Bunyan et al., The Conspiracy Against Village Schools (Wiltshire, UK: C. Bunyan, 1986), 20 (6), 537-544.



Reports

CUMMING, J. (1988) Curriculum and the world of work, 20 (6), 545-547.

CARTER, D. S. G. and HACKER, R. G. (1988) A study of the efficacy of a centre-periphery curriculum implementation strategy, 20 (6), 549-552.



Reviews

ERAUT, M. (1988) Review of H. Simons, Getting to Know Schools in a Democracy: The Politics and Process of Evaluation (London: Falmer, 1987), 20 (6), 553-556.

MEYER, M. R. (1988) Review of C. C. McKnight, F. J. Crooswhite, J. A. Dossey, E. Kifer, J. O. Swafford, K. J. Travers and T. J. Cooney, The Underachieving Curriculum: Assessing U.S. School Mathematics from an International Perspective, A National Report on the Second International Mathematics Study (Champaign, IL: Stipes, 1987), 20 (6), 556-559.

ZEULI, J. and LENSMINE, T. (1988) Improving the education of prospective teachers through partnerships. Review of L. Tickle, Learning Teaching, Teaching Teaching: A Study of Partnership in Teacher Education (London: Falmer, 1987), 20 (6), 559-562.

JOHNSON, W. D. (1988) Review of W. J. Smyth (ed.), Learning About Teaching Through Clinical Supervision (Beckenham, UK: Croom Helm, 1986), 20 (6), 562-564.

CHERRYHOLMES, C. H. (1988) Review of F. Inglis, The Management of Ignorance: A Political Theory of the Curriculum (Oxford: Blackwell, 1985), 20 (6), 565-566.

ROWLANDS, S. (1988) Review of P. Lincoln, The Learning School, Library and Information Research Report 62 (London: The British Library, 1987) and P. Kutnick, Relationships in the Primary School Classroom (London: Paul Chapman, 1988), 20 (6), 566-569.



JOURNAL OF CURRICULUM STUDIES: VOLUME 21: 1989

JCS, 21 (1), January-February 1989



General articles

SCHWAB, J. J. (1989) Testing and the curriculum, 21 (1), 1-10.

RHOADES, G. (1989) Conceptions and institutional categories of curriculum: cross-national comparisons of upper secondary education, 21 (1), 11-35.

ADAMU, A. U. (1989) An intrinsic analysis of the new Nigerian science curriculum, 21 (1), 37-51.

BERG, G. (1989) Educational reform and teacher professionalism, 21 (1), 53-60.



Essay reviews

KLIEBARD, H. M. (1989) Cultural literacy or the curate's egg. Review of E. D. Hirsch, Jr., Cultural Literacy: What Every American Needs to Know (Boston: Houghton Mifflin, 1987), 21 (1), 61-70.

MUNBY, H. and RUSSELL, T. (1989) Educating the reflective teacher: an essay review of two books by Donald Schön. Review of D. A. Schön, The Reflective Practitioner: How Professionals Think in Action (New York: Basic Books, 1983) and D. A. Schön, Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions (San Francisco: Jossey-Bass, 1987), 21 (1), 71-80.

MURPHY, J. (1989) Selling students short. Review of M. W. Sedlak, C. W. Wheeler, D. C. Pullin and P. A. Cusick, Selling Students Short: Classroom Bargains and Academic Reform in the American High School (New York: Teachers College Press, 1986), 21 (1), 81-84.

CARR, W. (1989) Action research: ten years on. Review of D. Hustler, A. Cassidy and E. C. Cuff (eds), Action Research in Classrooms and Schools (London: Allen & Unwin, 1986) and R. Winter, Action-Research and the Nature of Social Inquiry: Professional Innovation and Education Work (Aldershot, UK: Avebury, 1987), 21 (1), 85-90.



Book reviews

DEARDEN, R. F. (1989) Review of H. Siegel, Educating Reason: Rationality, Critical Thinking and Education (London: Routledge, 1988), 21 (1), 91-92.

MENTER, I. (1989) Towards a new sociology of education. Review of P. Wexler, Social Analysis of Education: After the New Sociology (London: Routledge & Kegan Paul, 1988), 21 (1), 92-94.

BRANDON, E. P. (1989) Review of G. Haydon (ed.), Education and Values: The Richard Peters Lectures (London: Institute of Education, University of London, 1987), 21 (1), 94-96.



JCS, 21 (2), March-April 1989



General articles

SOCKETT, H. (1989) Research, practice and professional aspiration within teaching, 21 (2), 97-112.

LAWN, M. (1989) The British way and purpose: the spirit of the age in curriculum history, 21 (2), 113-128.

MURPHY, J. and HALLINGER, P. (1989) Equity as access to learning: curricular and instructional treatment differences, 21 (2), 129-149.

WOJCIECHOWSKA, A. (1989) Curriculum reform in mathematics: beyond the impossible revolution?, 21 (2), 151-159.

MILLAR, C. (1989) Educating the educators of adults: two cheers for curriculum negotiation, 21 (2), 161-168.



Research

THOMPSON, H. and DEER, C. E. (1989) The institutionalization of a senior secondary curriculum in New South Wales high schools, 21 (2), 169-184.

HAFT, H. and HOPMANN, S. (1989) State-run curriculum development in the Federal Republic of Germany: trends in the work and composition of commissions, 21 (2), 185-190.



Essay review

CHERRYHOLMES, C. H. (1989) Curriculum dynamics and history: citizenship education in Sweden. Review of T. Englund, Curriculum as a Political Problem: Changing Educational Conceptions, with Special Reference to Citizenship Education, Uppsala Studies in Education, 25 (Lund, Sweden: Studentlitteratur, and Chartwell Bratt and Uppsala: Almqvist & Wiksell, 1986), 21 (2), 191-195.



JCS, 21 (3), May-June 1989



General articles

PAGE, R. (1989) The lower-track curriculum at a 'heavenly' high school: 'cycles of prejudice' , 21 (3), 197-221.



Symposium

GOUGH, N. (1989) Curriculum paradigms and the postmodern world: three perspectives, 21 (3), 223-224.

GOUGH, N. (1989) From epistemology to ecopolitics: renewing a paradigm for curriculum, 21 (3), 225-241.

DOLL, Jr., W. E. (1989) Foundations for a post-modern curriculum, 21 (3), 243-253.

SLAUGHTER, R. A. (1989) Cultural reconstruction in the post-modern world, 21 (3), 255-270.



Essay review

TALL, G. (1989) The processes of curriculum development and evaluation. Review of D. Cohen and B. J. Fraser, The Processes of Curriculum Development and Evaluation: A Retrospective Account of the Processes of the Australian Science Education Project (Woden, AU: Curriculum Development Centre, 1987), 21 (3), 271-276.



Book reviews

BALL, S. J. (1989) Review of P. Woods and A. Pollard (eds), Sociology and Teaching: A New Challenge for the Sociology of Education (Beckenham, UK: Croom Helm, 1988) and D. W. Livingstone and Contributors, Critical Pedagogy and Cultural Power (London: Macmillan, 1988), 21 (3), 277-278.

BROWN, G. (1989) Review of E. Duckworth, 'The Having of Wonderful Ideas' and Other Essays on Teaching and Learning (New York: Teachers College Press, 1987), 21 (3), 278-279.

WEBB, R. (1989) Review of S. Grundy, Curriculum: Product or Praxis? (London: Falmer, 1987), 21 (3), 279-281.

WHITTY, G. (1989) Review of M. H. Metz, Different by Design: The Context and Character of Three Magnet Schools (London: Routledge & Kegan Paul, 1988) and L. M. McNeil, Contradictions of Control: School Structure and School Knowledge (London: Routledge & Kegan Paul, 1988), 21 (3), 281-284.

NESPOR, J. (1989) Review of J. Lave, Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life (Cambridge: Cambridge University Press, 1988), 21 (3), 284-285.

BRIDGES, D. (1989) Review of K. A. Strike, E. J. Haller and J. F. Soltis, The Ethics of School Administration (New York: Teachers College Press, 1988), 21 (3), 285-287.

HORWOOD, B. (1989) Review of I. Robottom (ed.), Environmental Education: Practice and Possibility (Victoria, AU: Deakin University Press, 1987), 21 (3), 287-288.

LAWN, M. (1989) Review of R. Lowe, Education in the Post-War Years: A Social History (London: Routledge, 1988), 21 (3), 289-290.



JCS, 21 (4), July-August 1989



General articles

WEILER, H. N. (1989) Why reforms fail: the politics of education in France and the Federal Republic of Germany, 21 (4), 291-305.

FRASER, B. J. (1989) Twenty years of classroom climate work: progress and prospect, 21 (4), 307-327.

BENSON, G. D. (1989) Epistemology and science curriculum, 21 (4), 329-344.



Case study

McTAGGART, R. (1989) Bureaucratic rationality and the self-educating profession: the problem of teacher privatism, 21 (4), 345-361.



Research

YOUNG, J. H. (1989) Teacher interest in curriculum committees: what factors are involved?, 21 (4), 363-376.



Reviews

BELL, C. D. (1989) Review of K. Egan, Teaching As Storytelling: An Alternative Approach to Teaching and the Curriculum (London: Routledge, 1988), 21 (4), 377-379. [See 19 (4), 385-387.]

DEGENHARDT, M. A. B. (1989) Review of L. E. Beyer, Knowing and Acting: Inquiry, Ideology and Educational Studies (London: Falmer, 1988), 21 (4), 379-383.

REGNIER, P. (1989) Review of S. Engle and A. Ochoa, Education for Democratic Citizenship: Decision Making in the Social Studies (New York: Teachers College Press, 1988), 21 (4), 383-385.

DEGENHARDT, M. A. B. (1989) Review of C. Wringe, Understanding Educational Aims (London: Allen & Unwin, 1988), 21 (4), 385-387.



JCS, 21 (5), September-October 1989



General articles

MASON, J. M., ANDERSON, R. C., OMURA, A., UCHIDA, N. and IMAI, M. (1989) Learning to read in Japan, 21 (5), 389-407.

KENNEDY, K. J. and HODGENS, J. (1989) Focusing on teacher quality in the quest for higher standards: the Early Literacy Inservice Course, 21 (5), 409-425.

KNIGHT, P. and SMITH, L. (1989) In search of good practice, 21 (5), 427-440.

TAYLOR, S. (1989) Empowering girls and young women: the challenge of the gender-inclusive curriculum, 21 (5), 441-456.



Case study

TRUMBULL, D. J. (1989) Computer-generated challenges to school culture: one teacher's story, 21 (5), 457-469.



Reviews

ATKIN, J. M. and KING, B. B. (1989) Review of L. E. Beyer and M. W. Apple (eds), The Curriculum: Problems, Politics, and Possibilities (Albany, NY: State University of New York Press, 1988), 21 (5), 471-475.

McCLELLAN, D. E. (1989) Review of G. M. Blenkin and A. V. Kelly (eds), Early Childhood Education: A Developmental Curriculum (London: Paul Chapman, 1988), 21 (5), 475-478.

DOCKRELL, W. B. (1989) Review of R. Murphy and H. Torrance, The Changing Face of Educational Assessment (Milton Keynes, UK: Open University Press, 1980), 21 (5), 478-480.

BARKER, B. (1989) Review of L. Cuban, The Managerial Imperative and the Practice of Leadership in Schools (Albany, NY: State University of New York Press, 1988), 21 (5), 480-482.



JCS, 21 (6), November-December 1989



General articles

SMYTH, J. (1989) A critical pedagogy of classroom practice, 21 (6), 483-502.

OLSON, J. (1989) Surviving innovation: reflection on the pitfalls of practice, 21 (6), 503-508.

MARSDEN, W. E. (1989) 'All in a good cause': geography, history and politicization of the curriculum in nineteenth and twentieth century England, 21 (6), 509-526.

CARTER, K. and UNKLESBAY, R. (1989) Cases in teaching and law, 21 (6), 527-536.



Research

POOLE, M. E. and EVANS, G. T. (1989) Learning some oral referential communication strategies in classroom settings, 21 (6), 537-551.

FREY, K., FREI, A. and LANGEHEINE, R. (1989) Do curriculum development models really influence the curriculum?, 21 (6), 553-559.



Reports

GIPPS, C. and GOLDSTEIN, H. (1989) A curriculum for teacher assessment, 21 (6), 561-565.

FARAJ, A. H. and TARVIN, W. L. (1989) Curricular change and in-service teacher training programme in developing South Asian countries, 21 (6), 567-571.



Reviews

KING, J. (1989) Review of I. Westbury and A. C. Purves (eds), Cultural Literacy and the Idea of General Education, 87th Yearbook of the National Society for the Study of Education, Part 2 (Chicago: National Society for the Study of Education, 1988), 21 (6), 573-574.

WOODWARD, A. and FRENCH, L. (1989) Review of D. W. Willows and H. A. Houghton (eds), The Psychology of Illustration, Volume 1, Basic Research (New York: Springer-Verlag, 1987) and H. A. Houghton and D. M. Willows (eds), The Psychology of Illustration, Volume 2, Instructional Issues (New York:Springer-Verlag, 1987), 21 (6), 574-576.

HEWTON, E. (1989) Review of G. Turner and P. Clift, Studies in Teacher Appraisal (Lewes, UK: Falmer, 1988), 21 (6), 576-578.

MILBURN, G. (1989) Recapitulation theory in curriculum re-visited and re-formed. Review of K. Egan, Primary Understanding: Education in Early Childhood (New York: Routledge, 1988), 21 (6), 578-579.

WHITE, P. (1989) Review of A. S. Bryk (ed.), Americal Journal of Education, Volume 96, No. 2. Special Issue: The Moral Life of Schools (Chicago: University of Chicago Press, 1988), 21 (6), 580-581.

VALLANCE, E. (1989) Teachers' special knowledge. Review of F. M. Connelly and D. J. Clandinin, Teachers as Curriculum Planners: Narratives of Experience (New York: Teachers College Press, 1988), 21 (6), 581-583.



JOURNAL OF CURRICULUM STUDIES: VOLUME 22: 1990

JCS, 22 (1), January-February 1990



General articles

HARTNETT, A. and NAISH, M. (1990) The sleep of reason breeds monsters: the birth of a statutory curriculum in England and Wales, 22 (1), 1-16.

ROGAN, J. M. and LUCKOWSKI, J. A. (1990) Curriculum texts: the portrayal of the field. Part 1, 22 (1), 17-39. [See 23 (1), 55-70.]

NEWMANN, F. M. (1990) Higher order thinking in teaching social studies: a rationale for the assessment of classroom thoughtfulness, 22 (1), 41-56.



Reports

CARR, W. (1990) Computer education and the curriculum, 22 (1), 57.

WELLINGTON, J. J. (1990) The impact of IT [Information Technology] on the school curriculum: downwards, sideways, backwards and forwards, 22 (1), 57-63.

BIGUM, C. (1990) Computers and the curriculum: the Australian experience, 22 (1), 63-67.

HODSON, D. (1990) Computer-based education in New Zealand: a time of transition and uncertainty, 22 (1), 67-72.

BOWERS, C. A. (1990) Educational computing and the ecological crisis: some questions about our curriculum priorities, 22 (1), 72-76.



Essay reviews

ATKINS, E. (1990) Review of C. H. Cherryholmes, Power and Criticism: Poststructural Investigations in Education (New York: Teachers College Press, 1988), 22 (1), 77-81.

COLWELL, R. (1990) Review of K. Swanwick, Music, Mind, and Education (London: Routledge, 1988), 22 (1), 82-86.

ASKLING, B. and HÄRNQVIST, K. (1990) The NAEP [National Assessment of Education Progress] Science Report Card: what does it report? Review of I. Mullins and L. Jenkins, The Science Report Card: Trends and Achievement Based on the 1986 National Assessment (Princeton, NJ: Educational Testing Service, 1988), 22 (1), 87-93.



Reviews

WILLIS, G. (1990) Review of State Board of Education, Working Papers on Public Education, Volume 1 (Victoria, AU: State Board of Education, 1988), 22 (1), 95-96.

REID, W. A. (1990) Review of P. J. Rich, Elixir of Empire: The English Public Schools, Ritualism, Freemasonry, and Imperialism (London: Regency, 1989), 22 (1), 97.

SANGER, J. (1990) Review of M. Halstead, Education, Justice and Cultural Diversity: An Examination of the Honeyford Affair, 1984-85 (London: Falmer, 1988), 22 (1), 98-99.



JCS, 22 (2), March-April 1990



General articles

BISHOP, J. H. (1990) The productivity consequences of what is learned in high school, 22 (2), 101-126.

ALLSOP, T. and WOOLNOUGH, B. (1990) The relationship of technology to science in English schools, 22 (2), 127-136.



Case study

HOLT, M. (1990) Managing curriculum change in a comprehensive school: conflict, compromise and deliberation, 22 (2), 137-148.



Research

ROSS, J. A. and RAPHAEL, D. (1990) Communication and problem solving achievement in cooperative learning groups, 22 (2), 149-164.

LINDBLAD, S. (1990) From technology to craft: on teachers' experimental adoption of technology as a new subject in the Swedish primary school, 22 (2), 165-175.



Reports

CARR, W. (1990) Vocationalism and the curriculum: an international perspective, 22 (2), 177.

BLACKMORE, J. (1990) The text and context of vocationalism: issues in post-compulsory curriculum in Australia since 1970, 22 (2), 177-184.

JONATHAN, R. (1990) The curriculum and the new vocationalism, 22 (2), 184-188.

FEINBERG, W. and HOROWITZ, B. (1990) Vocational education and equality of opportunity, 22 (2), 188-192.



Essay review

DEGENHARDT, M. A. B. (1990) Review of O'Hear, A., Who Teaches the Teachers? (London: Social Affairs Unit, 1988), 22 (2), 193-200.



Reviews

TORRANCE, H. (1990) Review of K. Selkirk (ed.), Assessment at 16 (London: Routledge, 1988), 22 (2), 200-201.

CORNBLETH, C. (1990) Review of M. B. Ginsburg, Contradictions in Teacher Education and Society: A Critical Analysis (London: Falmer, 1988), 22 (2), 201-202.



JCS, 22 (3), May-June 1990



General articles

REID, W. A. (1990) Strange curricula: origins and development of the institutional categories of schooling, 22 (3), 203-216.

NESPOR, J. (1990) Curriculum and conversions of capital in the acquisition of disciplinary knowledge, 22 (3), 217-232.

STRAHAN, D. B. (1990) From seminars to lessons: a middle school language arts teacher's reflections on instructional improvement, 22 (3), 233-251.

NEWMANN, F. M. (1990) Qualities of thoughtful social studies classes: an empirical profile, 22 (3), 253-275.



Case study

FLORIO-RUANE, S. and LENSMIRE, T. J. (1990) Transforming future teachers' ideas about writing instruction, 22 (3), 277-289.



Reports

ROWLAND, G., ROWLAND, S. and WINTER, R. (1990) Writing fiction as inquiry into professional practice, 22 (3), 291-293.

HALPIN, D. (1990) The Education Reform Act Research Network: an exercise in collaboration and communication, 22 (3), 295-297.



JCS, 22 (4), July-August 1990



General articles

GOODSON, I. F. (1990) Studying curriculum: towards a social constructionist perspective, 22 (4), 299-312.

FLORIO-RUANE, S. (1990) The Written Literacy Forum: an analysis of teacher/researcher collaboration, 22 (4), 313-328. [See 23 (1), 99.]

STEVENSON, R. B. (1990) Engagement and cognitive challenge in thoughtful social studies classes: a study of student perspectives, 22 (4), 329-341.

MULDER, M. and THIJSEN, A. (1990) Decision making in curriculum conferences: a study of convergence of opinion, 22 (4), 343-360.

LUNA, E., GONZÁLEZ, S. and WOLFE, R. (1990) The underdevelopment of educational achievement: mathematics achievement in the Dominican Republic eighth grade, 22 (4), 361-376.



Reports

CARR, W. (1990) Curriculum theorizing and the state, 22 (4), 377.

APPLE, M. W. (1990) The politics of official knowledge in the United States, 22 (4), 377-383.

ARRIETA, J., CASCANTE, C. and ROZADA, J. M. (1990) The evolution in Spain of the theory and practice curriculum, 22 (4), 384-387.

LAWN, M. (1990) From responsibility to competency: a new context for curriculum studies in England and Wales, 22 (4), 388-391.

KEMMIS, S. (1990) Curriculum theory and the state in Australia, 22 (4), 392-400.



Reviews

ADELMAN, C. (1990) Review of J. Nias, Primary Teachers Talking: A Study of Teaching as Work (London: Routledge, 1989), 22 (4), 401.

LOWE, R. (1990) Review of I. Goodson (ed.), International Perspectives in Curriculum History (London: Routledge, 1989), 22 (4), 401-402. [See 19 (6), 562-563.]

SCHOSTAK, J. (1990) Review of J. Olson, Schoolworlds/Microworlds: Computers and the Culture of the Classroom (Oxford: Pergamon, 1988), 22 (4), 403-404.

GUDMUNDSDOTTIR, S. (1990) Review of R. V. Bullough, Jr., First-Year Teacher: A Case Study (New York: Teachers College Press, 1989), 22 (4), 404-406.

EDWARDS, A. D. (1990) Review of W. G. Secada (ed.), Equity in Education (London: Falmer, 1989) and N. E. Devins (ed.), Public Values, Private Schools (London: Falmer, 1989), 22 (4), 406-408.



JCS, 22 (5), September-October 1990



KIRK, D. (1990) School knowledge and the curriculum package-as-text, 22 (5), 409-425.

SOSNIAK, L. A. and PERLMAN, C. L. (1990) Secondary education by the book, 22 (5), 427-442.

ONOSKO, J. J. (1990) Comparing teachers' instruction to promote students' thinking, 22 (5), 443-461.

JOHNSTON, S. (1990) Understanding curriculum decision-making through teacher images, 22 (5), 463-471.

SACHS, J. and LOGAN, L. (1990) Control or development?: a study of inservice education, 22 (5), 473-481.



Reports

BROADFOOT, P. and GRANT, M. (1990) Records of achievement in primary schools: some emerging issues, 22 (5), 483-488.

WESTON, P. (1990) The impact of assessment: developing a European perspective, 22 (5), 489-492.



Essay review

WHITEHOUSE, P. (1990) Review of Education for Mutual Understanding: A Guide (Belfast, UK: Northern Ireland Council for Educational Development, Stanmillis College, Belfast, 1988), 22 (5), 493-499.



Book reviews

DESFORGES, C. (1990) Review of S. S. Stodolsky, The Subject Matters: Classroom Activity in Math and Social Studies (Chicago: University of Chicago Press, 1989), 22 (5), 501-502.

WHITTY, G. (1990) Review of A. Gitlin and J. Smyth, Teacher Evaluation: Educative Alternatives (London: Falmer, 1989), 22 (5), 502-503.

CARR, W. (1990) Review of P. Lomax (ed.), The Management of Change: Increasing School Effectiveness and Facilitating Staff Development Through Action Research, BERA [British Educational Research Association] Dialogues No. 1 (Clevedon, UK: Multilingual Matters, 1989), 22 (5), 504-505.

TRUMBULL, D. J. (1990) Review of D. Bentley and M. Watts (eds), Learning and Teaching in School Science: Practical Alternatives (Milton Keynes, UK: Open University Press, 1989) and P. Fensham (ed.), Development and Dilemmas in Science Education (London: Falmer, 1988), 22 (5), 505-507.



JCS, 22 (6), November-December 1990



RICHERT, A. E. (1990) Teaching teachers to reflect: a consideration of programme structure, 22 (6), 509-527.

McCARTHY, C. and SCHRAG, F. (1990) Departmental and school leadership in promoting higher-order thinking, 22 (6), 529-543. [See 23 (2), 205.]

NESPOR, J. (1990) Grades and knowledge in undergraduate education, 22 (6), 545-556.

SELANDER, N. S. (1990) The case of Freire: intellectuals and the transformation of ideas--notes on ideology and context, 22 (6), 557-564.

Acknowledgements, 1990, 22 (6), 565-566.



JOURNAL OF CURRICULUM STUDIES: VOLUME 23: 1991

JCS, 23 (1), January-February 1991



ELBAZ, F. (1991) Research on teachers' knowledge: the evolution of a discourse, 23 (1), 1-19. [See 23 (2), 99.]

CHEUNG, K. C. and TAYLOR, R. (1991) Towards a humanistic constructivist model of science learning: changing perspectives and research implications, 23 (1), 21-40.

ST. MAURICE, H. (1991) A guide to commonplaces: on the use of loci in educators' discourse, 23 (1), 41-53.

ROGAN, J. M. (1991) Curriculum texts: the portrayal of the field: part 2, 23 (1), 55-70. [See 21 (1), 17-39.]

ALEXANDER, D. (1991) Curriculum turmoil in liberal democracies, 23 (1), 71-78.



Essay review

DONALD, J. (1991) Cultural analysis and the curriculum. Review of D. Lawton, Education, Culture and the National Curriculum (London: Hodder & Stoughton, 1989), I. Hunter, Culture and Government: The Emergence of Literary Education (London: Macmillan, 1988), T. Crowley, The Politics of Discourse: The Standard Language Question in British Cultural Debates (London: Macmillan, 1989), B. Doyle, English and Englishness (London: Routledge, 1989) and J. Ahier, Industry, Children and the Nation: An Analysis of National Identity in School Textbooks (London: Falmer, 1988), 23 (1), 79-85.



Reviews

KLEIN, F. (1991) Review of M. Preedy (ed.), Approaches to Curriculum Management (Milton Keynes, UK: Open University Press, 1989), 23 (1), 87-88.

ELLIOTT, D. L. (1991) Review of H. Tyson-Bernstein, A Conspiracy of Good Intentions: America's Textbook Fiasco (Washington, DC: The Council for Basic Education, 1988), 23 (1), 88-91.

YOUNG, M. J. (1991) Review of R. A. Duschl, Restructuring Science Education: The Importance of Theories and their Development (New York: Teachers College Press, 1990), 23 (1), 92-93.

PRIOR, W. (1991) Review of B. Finkelstein, Governing The Young: Teacher Behaviour in Popular Primary Schools in Nineteenth-Century United States (Philadelphia: Falmer, 1989), 23 (1), 93-94.

McNAY, I. (1991) Review of B. Moon (ed.), Modular Curriculum (London: Chapman, 1988), 23 (1), 94-96.

BEAVIS, C. (1991) Review of J. Cumming and L. Davies (eds), Which Way for the Curriculum?, A Report of the Australian Curriculum Studies Association, '89 Conference, Canberra, AU (Belconnen, ACT, AU: Australian Curriculum Studies Association, 1989), 23 (1), 96-98.



JCS, 23 (2), March-April 1991



General articles

TANNER, L. N. (1991) The meaning of curriculum in Dewey's Laboratory School (1896-1904), 23 (2), 101-117.

SOSNIAK, L. A., ETHINGTON, C. A. and VARELAS, M. (1991) Teaching mathematics without a coherent point of view: findings from the IEA Second International Mathematics Study, 23 (2), 119-131. [See 23 (2), 133-139.]

GLIDDEN, P. L. (1991) A mathematics educator's response to 'Teaching mathematics without a coherent point of view', 23 (2), 133-139. [See 23 (2), 119-131.]

LEWIS, T. (1991) Introducing technology into school curricula, 23 (2), 141-154.

McKINNON, D. H., NOLAN, P. C. J., OPENSHAW, R. and SOLER, J. (1991) New Zealand curriculum innovation in historical and political context: the Freyberg integrated studies project and parallel projects of the 1940s, 23 (2), 155-175.



Reports

CODD, J. (1991) Curriculum reform in New Zealand, 23 (2), 177-180.

ALVIK, T. (1991) National curriculum in the primary school of Norway, 23 (2), 181-184.

ZUFIAURRE, B. (1991) Recent proposals for a National Curriculum in Spain, 23 (2), 185-186.

NIXON, J. (1991) Reclaiming coherence: cross-curriculum provision and the National Curriculum, 23 (2), 187-192.



Essay review

RUBIN, L. (1991) Review of G. F. Madaus and D. L. Stufflebeam (eds), Educational Evaluation: Classic Works of Ralph W. Tyler (Boston: Kluwer, 1989), 23 (2), 193-197.



Book reviews

DAVIES, B. (1991) Review of D. Hamilton, Towards a Theory of Schooling, The Deakin Series (London: Falmer, 1989), 23 (2), 199-200.

KUSHNER, S. (1991) Review of R. J. Starratt, The Drama of Schooling: The Schooling of Drama (London: Falmer, 1990), 23 (2), 201-202.

GILL, M. (1991) Review of W. C. Booth, The Vocation of a Teacher: Rhetorical Occasions 1967-1988 (Chicago: University of Chicago Press, 1988), 23 (2), 203-204.



JCS, 23 (3), May-June 1991



General articles

GUDMUNDSDOTTIR, S. (1991) Story-maker, story-teller: narrative structures in curriculum, 23 (3), 207-218.

VOSNIADOU, S. (1991) Designing curricula for conceptual restructuring: lessons from the study of knowledge acquisition in astronomy, 23 (3), 219-237.

FIEN, J. (1991) Ideology, political education and teacher education: matching paradigms and models, 23 (3), 239-256.



Reports

GOUGH, N. (1991) Critical perspectives on curriculum work in Australia and New Zealand, 23 (3), 257.

KEEFFE, K. (1991) Painting the curriculum: the view from Walungurru, 23 (3), 259-268.

SMITH, D. L. (1991) Towards critical curriculum practice: the role of ACSA [Australian Curriculum Studies Association] in Australia, 23 (3), 269-274.

CAPPER, P. (1991) Curriculum policy in New Zealand: a search and rescue exercise, 23 (3), 275-281.



Reviews

ALDRICH, R. (1991) Review of M. Lawn, Servants of the State: The Contested Control of Teaching, 1900-1930 (London: Falmer, 1987), 23 (3), 283-284.

FARR, R. (1991) Review of M. J. Adams, Beginning to Read: Thinking and Learning about Print (Cambridge, MA: MIT Press, 1990), 23 (3), 285-288.

HAMILTON, M. L. (1991) Review of C. A. Bowers and D. J. Flinders, Responsive Teaching: An Ecological Approach to Classroom Patterns of Language, Culture, and Thought (New York: Teachers College Press, 1990), 23 (3), 288-290. [See 25 (2), 189-199.]

NELSON, M. (1991) Review of D. and L. Tanner, History of the School Curriculum (New York: Macmillan, 1990), 23 (3), 290-293.

TANNER, L. N. (1991) Review of J. Spring, The American School, 1642-1990: Varieties of Historical Interpretation of the Foundations and Development of American Education, 2nd edn (London: Longman, 1990), 23 (3), 293-296.



JCS, 23 (4), July-August 1991



General articles

McTAGGART, R. (1991) Western institutional impediments to Australian Aboriginal education, 23 (4), 297-325.

SCHREMER, O. E. (1991) Breaking through the curriculum theoretical mode, 23 (4), 327-339.



Report

TORRANCE, H. (1991) Researching the National Curriculum: the BERA [British Educational Research Association] Task Group on the Curriculum, 23 (4), 341-343.



Essay reviews

McANINCH, A. R. (1991) Casebooks for teacher education: the latest fad or lasting contribution? Review of G. E. Greenwood and F. W. Parkay, Case Studies for Teacher Decision Making (New York: Random House, 1989), T. J. Kowalski, R. A. Weaver and K. T. Henson, Case Studies on Teaching (New York: Longman, 1990), J. H. Shulman and J. A. Colbert (eds), The Mentor Teacher Casebook (San Francisco: Far West Laboratory for Educational Research and Development, 1987) and J. H. Shulman and J. A. Colbert (eds), The Intern Teacher Casebook (San Francisco: Far West Laboratory for Educational Research and Development, 1988), 23 (4), 345-355.

VAN DER MEIJ, H. (1991) Understanding as the key to effective questioning. Review of J. T. Dillon (ed.), Questioning and Teaching: A Manual of Practice (London: Croom Helm, 1988), J. T. Dillon (ed.), The Practice of Questioning (New York: Routledge, 1990) and J. T. Dillon (ed.), Questioning and Discussion: A Multi-Disciplinary Study (Norwood, NJ: Ablex, 1988), 23 (4), 357-365.

LEWIS, T. (1991) Work and the Curriculum. Review of J. Lauglo and K. Willis (eds), Vocationalizing Education: An International Perspective (Oxford: Pergamon, 1988) and D. Corson (ed.), Education for Work: Background to Policy and Curriculum (Palmerston North, NZ: The Dunmore Press, 1988), 23 (4), 367-376.



Book reviews

OLSON, J. (1991) Review of J. Schostak (ed.), Breaking into the Curriculum: The Impact of Information Technology on Schooling (London: Methuen, 1988), 23 (4), 377-379.

HLEBOWITSH, P. S. (1991) Review of K. P. Bennett and M. D. Le Compte, How Schools Work: A Sociological Analysis of Education (New York: Longman, 1990), 23 (4), 379-381.

OLSON, J. (1991) Review of Science for All Americans: A Project 2061 Report on Literacy Goals in Science, Mathematics and Technology (Washington, DC: American Association for the Advancement of Science, 1989), 23 (4), 382-387.

EVANS, W. G. (1991) Review of W. Davies, The Curriculum and Organization of the County Intermediate Schools 1880-1926 (Cardiff, UK: University of Wales Press, 1989), 23 (4), 387-389.

FLETCHER, C. (1991) Review of J. Chapman (ed.), School-Based Decision-Making and Management (London: Falmer, 1990), 23 (4), 389-391.



JCS, 23 (5), September-October 1991



General articles

SHULMAN, L. S. (1991) Ways of seeing, ways of knowing: ways of teaching, ways of learning about teaching, 23 (5), 393-395.

GRANT, G. E. (1991) Ways of constructing classroom meaning: two stories about knowing and seeing, 23 (5), 397-408.

GUDMUNDSDOTTIR, S. (1991) Ways of seeing are ways of knowing: the pedagogical content knowledge of an expert English teacher, 23 (5), 409-421.

HALL, S. and GRANT, G. E. (1991) On what is known and seen: a conversation with a research participant, 23 (5), 423-428.

CLARK, C. M. (1991) Real lessons from imaginary teachers, 23 (5), 429-433.

MEHL, D. and PENDLEBURY, S. (1991) Grey areas and open minds: critical language awareness for student teachers, 23 (5), 435-448.



Essay reviews

MEHLINGER, H. D. (1991) The National Commission on Social Studies in the Schools: An example of the politics of curriculum reform in the USA. Review of Charting a Course: Social Studies for the Twenty-First Century: A Report of the National Commission on Social Studies in the Schools (Washington, DC: The Commission, 1989), 23 (5), 449-458.

HANSEN, D. T. (1991) Remembering what we know: the case for democratic education. Review of A. Gutmann, Democratic Education (Princeton, NJ: Princeton University Press, 1988), 23 (5), 459-465.



Book reviews

ASPIN, D. N. (1991) Review of P. J. Arnold, Education, Movement and the Curriculum (London: Falmer, 1988) and D. Kirk, Physical Education and Curriculum Study: A Critical Introduction (London: Croom Helm, 1988), 23 (5), 467-471.

CASEY, C. (1991) Review of L. J. Dennis, George S. Counts and Charles A. Beard: Collaborators for Change (Albany, NY: SUNY Press, 1989), 23 (5), 471-474.

SQUIRES, D. A. (1991) Review of M. F. Klein, Curriculum Reform in the Elementary School: Creating Your Own Agenda (New York: Teachers College Press, 1989), 23 (5), 474-479.



JCS, 23 (6), November-December 1991



General articles

GRANHEIM, M. K. and LUNDGREN, U. P. (1991) Steering by goals and evaluation in the Norwegian education system: a report from the 'Emil' [code for date of initiation] project, 23 (6), 481-505.

VAN MANEN, M. (1991) Reflectivity and the pedagogical moment: the normativity of pedagogical thinking and acting, 23 (6), 507-536.



Reports

TORRANCE, H. (1991) Assessment: introduction, 23 (6), 537-539.

BROWN, S. (1991) Assessment within the Scottish education system, 23 (6), 539-544.

PHILLIPS, D. (1991) Assessment in German schools, 23 (6), 544-548.

LEWIS, H. (1991) France: uniformity and dynamism, 23 (6), 548-552.

WOLF, A. (1991) Assessment in European vocational education and training: current concerns and trends, 23 (6), 552-557.



Essay review

GOUGH, A. G. (1991) Greening the future for education: changing curriculum content and school organization. Review of B. Carrington and B. Troyna (eds), Children and Controversial Issues: Strategies for the Early and Middle Years of Schooling (London: Falmer, 1988), S. Grieg, G. Pike and D. Selby, Greenprints for Changing Schools, Centre for Global Education, University of York (London: Kogan Page, 1989), D. Hicks (ed.), Educating for Peace: Issues, Principles, and Practice in the Classroom (London: Routledge, 1988), H. Lauder and P. Brown (eds), Education: In Search of a Future (London: Falmer, 1988) and B. A. Reardon (ed.), Educating for Global Responsibility: Teacher-Designed Curricula for Peace Education (New York: Teachers College Press, 1988), 23 (6), 559-571. [See 23 (6), 581-883.]



Book reviews

COHEN, R. M. (1991) Review of R. T. Clift, W. R. Houston and M. C. Pugach (eds), Encouraging Reflective Practice in Education: An Analysis of Issues and Programs (New York: Teachers College Press, 1990), 23 (6), 573-574.

LAWN, M. (1991) Review of A. Pred, Lost Words and Lost Worlds: Modernity and the Language of Everyday Life in Late Nineteenth-Century Stockholm (Cambridge: Cambridge University Press, 1990), 23 (6), 574-576.

CRISMORE, A. (1991) Review of G. E. Hawisher and A. O. Soter (eds), On Literacy and Its Teaching: Issues in English Education (Albany, NY: SUNY Press), 23 (6), 577-581.

LACEY, C. (1991) Review of S. Greig, G. Pike and D. Selby, Greenprints for Changing Schools (London: WWF/Kogan Page, 1989), 23 (6), 581-583. [See 23 (6), 559-571.]

SINGER, M. J. (1991) Review of J. A. Beane, Affect in the Curriculum: Toward Democracy, Dignity, and Diversity (New York: Teachers College Press, 1990), 23 (6), 583-586.

BURLINGAME, M. (1991) Review of J. E. Chubb and T. M. Moe, Politics, Markets, and America's Schools (Washington, DC: The Brookings Institution, 1990), 23 (6), 586-588.

Acknowledgement, 1991, 23 (6), 589-590.



JOURNAL OF CURRICULUM STUDIES: VOLUME 24: 1992

JCS, 24 (1), January-February 1992



General articles

DAVIES, B. and BANKS, C. (1992) The gender trap: a feminist poststructuralist analysis of primary school children's talk about gender, 24 (1), 1-25.

GRAHAM, R. J. (1992) Currere and reconceptualism: the progress of the pilgrimage 1975-1990, 24 (1), 27-42.

KAMENS, D. H. and CHA, Y.-K. (1992) The legitimation of new subjects in mass schooling: 19th-century origins and 20th-century diffusion of art and physical education, 24 (1), 43-60.

GUNDEM, B. B. (1992) Notes on the development of Nordic didactics, 24 (1), 61-70.

McFADDEN, C. P. (1992) Author--publisher--educator relationships and curriculum reform, 24 (1), 71-87.



Book reviews

SALVIO, P. M. (1992) Review of D. E. Purpel, The Moral & Spiritual Crisis in Education: A Curriculum for Justice and Compassion in Education, intro. H. A. Giroux and P. Freire (Granby, MA: Bergin and Garvey, 1989), 24 (1), 89-91.

BARONE, T. E. (1992) Review of A. D. Efland, A History of Art Education: Intellectual and Social Currents in Teaching the Visual Arts (New York: Teachers College Press, 1990), 24 (1), 91-93.

ROBERTS, C. M. L. (1992) Review of Reading Research and Education Center, A Guide to Selecting Basal Reading Programs (Champaign, IL: Center for the Study of Reading, University of Illinois, 1990), 24 (1), 93-95.



JCS, 24 (2), March-April 1992



General articles

BALL, S. J. and BOWE, R. (1992) Subject departments and the 'implementation' of National Curriculum policy: an overview of the issues, 24 (2), 97-115.

LEWIS, T. and GAGEL, C. (1992) Technological literacy: a critical analysis, 24 (2), 117-138.

ADELMAN, C. (1992) Play as a quest for vocation, 24 (2), 139-151.

WHITE, R. T. (1992) Implications of recent research on learning for curriculum and assessment, 24 (2), 153-164.



Essay review

REID, W. A. (1992) The state of curriculum inquiry. Review of E. C. Short (ed.), Forms of Curriculum Inquiry (Albany, NY: SUNY Press, 1991), 24 (2), 165-177.



Book reviews

MORRISON, K. (1992) Review of P. Broadfoot, R. Murphy and H. Torrance (eds), Changing Educational Assessment: International Perspectives and Trends (London: Routledge, 1990), 24 (2), 179-182.

KIMBALL, B. A. (1992) Review of D. D. Dill and Associates, What Teachers Need to Know: The Knowledge, Skills and Values Essential to Good Teaching (San Francisco: Jossey-Bass, 1990), 24 (2), 182-185.

LESKO, N. (1992) Review of J. T. Sears and J. D. Marshall (eds), Teaching and Thinking about Curriculum: Critical Inquiries (New York: Teachers College Press, 1990), 24 (2), 185-187.

WESTBURY, S. (1992) Review of P. Gagnon (ed.) and the Bradley Commission on History in Schools, Historical Literacy: The Case for History in American Education (New York: Macmillan, 1989), 24 (2), 188-191.

CARVER, S. M. (1992) Review of M. Gardner, J. G. Greeno, F. Reif, A. Schoenfeld, A. DiSessa and E. Stage (eds), Toward a Scientific Practice of Science Education (Hillsdale, NJ: Erlbaum, 1990), 24 (2), 191-193.

ADLER, S. A. (1992) Review of D. Heater, Citizenship: The Civic Ideal in World History, Politics, and Education (London: Longman, 1990), 24 (2), 193-196.



JCS, 24 (3), May-June 1992



General articles

DALLEY, P. (1992) Mes langues, mes couleurs: bilingualism in conflict--Part 1, 24 (3), 197-228. [See 24 (6), 501-532.]

JENKINS, E. W. (1992) School science education: towards a reconstruction, 24 (3), 229-246.

COLLINS, C. (1992) Upper secondary education in Australia: differing responses to a common challenge, 24 (3), 247-260.

MARTIN-KNIEP, G. O. and UHRMACHER, P. B. (1992) Teachers as curriculum developers, 24 (3), 261-271.

WILLINSKY, J. (1992) Of literacy and the curriculum in Canada, 24 (3), 273-279.

CUMMINS, J. (1992) Heritage language teaching in Canadian schools, 24 (3), 281-286.



Book reviews

MATHINOS, D. (1992) Review of E. R. Steinberg, Computer-assisted Instruction: A Synthesis of Theory, Practices and Technology (Hillsdale, NJ: Erlbaum, 1990), 24 (3), 287-289.

PIXTON, C. (1992) Review of D. Tyack and E. Hansot, Learning Together: A History of Coeducation in American Public Schools (New Haven, CT: Yale University Press, 1990), 24 (3), 289-293.

MOUSLEY, J. A. (1992) Review of Staff of the National Council of Teachers of Mathematics, Historical Topics for the Mathematics Classroom, 2nd edn (Reston, VA: National Council of Teachers of Mathematics, 1989), 24 (3), 293-296.



JCS, 24 (4), July-August 1992



General articles

BUCKINGHAM, D. (1992) Media education: the limits of a discourse, 24 (4), 297-313.

QUICKE, J. (1992) Liberal irony and reflective teaching: a role for academic courses in in-service teacher education, 24 (4), 315-325.

BERG, G. (1992) Changes in the steering of Swedish schools: a step towards 'societification of the state', 24 (4), 327-344.

CHOPPIN, A. (1992) The Emmanuelle Textbook Project, 24 (4), 345-356.

STOOP, G. C. (1992) 'All dust and Dostoevsky': ideology, politics and power in the teaching of English in Scotland, 1975-1990, 24 (4), 357-369.

OSBORNE, K. (1992) The emerging agenda for Canadian high schools, 24 (4), 371-379.

CASE, R. (1992) Educational reform in British Columbia: bold vision/flawed design, 24 (4), 381-387.



Book reviews

SCHRAG, F. (1992) Review of E. W. Eisner, The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice (New York: Macmillan, 1990), 24 (4), 389-393.

WALKER, D. F. (1992) Review of M. Brady, What's Worth Teaching?: Selecting, Organizing, and Integrating Knowledge (Albany, NY: SUNY Press, 1989), 24 (4), 393-396.

AGOR, B. J. (1992) Review of J. L. Miller, Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment (Albany, NY: SUNY Press, 1990), 24 (4), 396-399.



JCS, 24 (5), September-October 1992



General articles

BROPHY, J. (1992) The de facto national curriculum in US elementary social studies: critique of a representative example, 24 (5), 401-447.

BARBER, M. (1992) An entitlement curriculum: a strategy for the nineties, 24 (5), 449-455. [See 24 (5), 457-461 and 463-468]

HALPIN, D. (1992) The NUT's [National Union of Teachers] Strategy for the Curriculum: an appreciation, 24 (5), 457-461. [See 24 (5), 449-455 and 463-468.]

EDWARDS, G. (1992) A Strategy for the Curriculum: a response, 24 (5), 463-468. [See 24 (5), 449-455 and 457-461.]



Book reviews

DOLE, J. A. (1992) Review of J. Chall, S. S. Conard with S. Harris-Sharples, Should Textbooks Challenge Students?: The Case for Easier or Harder Books (New York: Teachers College Press, 1991), 24 (5), 469-472.

BREHONY, K. J. (1992) Review of D. Attar, Wasting Girls' Time: The History and Politics of Home Economics (London: Virago, 1990), 24 (5), 472-474.

PAGE, R. N. (1992) Review of A. B. Champagne, B. E. Lovitts and B. J. Calinger (eds), This Year in School Science, 1989: Scientific Literacy, papers from the 1989 AAAS Forum on School Science (Washington, DC: American Association for the Advancement of Science, 1989), 24 (5), 474-480.

PURVES, A. C. (1992) Review of D. Morton and M. Zavarzadeh (eds), Theory/Pedagogy/Politics: Texts for Change (Champaign, IL: University of Illinois Press, 1991), 24 (5), 480-483. [See 25 (1), 99.]

HOLMES, M. (1992) Review of R. E. Gross and T. L. Dynneson (eds), Social Science Perspectives on Citizenship Education (New York: Teachers College Press, 1990), 24 (5), 483-487.

SMYTH, J. (1992) Review of W. Carr (ed.), Quality in Teaching: Arguments for a Reflective Profession (London: Falmer, 1989), 24 (5), 487-489.

GORDON, L. D. (1992) Review of P. Gordon and R. Szreter, History of Education--Making of a Discipline: Redrawing Educational Boundaries (London: Woburn, 1989), 24 (5), 489-492.

BRUNO-JOFRE, R. del C. (1992) Review of H. Giroux (ed.), Postmodernism, Feminism and Cultural Politics (Albany, NY: SUNY Press, 1991), 24 (5), 492-495.

EKE, R. and LEE, J. (1992) Review of P. Holly and G. Southworth, Managing the English Primary School: The Developing School (London: Falmer, 1989) and F. Sedgwick, Here Comes the Assembly Man: A Year in the Life of a Primary School (London: Falmer, 1989), 24 (5), 496-499.



JCS, 24 (6), November-December 1992



General articles

DALLEY, P. (1992) Mes langues, mes couleurs: Bilingualism in conflict: Alberta raconté et re-raconté--Part 2, 24 (6), 501-532. [See 24 (3), 197-228.]

HLEBOWITSH, P. S. (1992) Amid behavioural and behaviouristic objectives: reappraising appraisals of the Tyler Rationale, 24 (6), 533-547.

WENHAM, M. (1992) Current concepts of science as limiting factors in curriculum development, 24 (6), 549-561.



Report

TYLER, K. (1992) Differentiation and integration of the primary curriculum, 24 (6), 563-567.



Book reviews

LUCE, T. S. (1992) Review of J. S. Benninga (ed.), Moral, Character, and Civic Education in the Elementary School (New York: Teachers College Press, 1991), 24 (6), 569-571.

GOODRICH, R. A. (1992) Review of M. Howarth, Britain's Educational Reform: A Comparison with Japan (London: Routledge, 1991), 24 (6), 571-574.

MILBURN, G. (1992) Review of M. W. McLaughlin and D. C. Phillips (eds), Evaluation and Education: At Quarter Century: 90th Yearbook of the National Society for the Study of Education, Part 2 (Chicago: National Society for the Study of Education, 1991), 24 (6), 574-576.

STROBLE, E. J. (1992) Review of D. F. Walker, Fundamentals of Curriculum (San Diego, CA: Harcourt Brace Jovanovich, 1990), 24 (6), 576-580.

KLEIN, M. F. (1992) Review of M. Ben-Peretz, The Teacher-Curriculum Encounter: Freeing Teachers from the Tyranny of Texts (Albany, NY: SUNY Press, 1990), 24 (6), 580-582.

PAGE, P. (1992) Review of R. Coles, The Call of Stories: Stories and the Moral Imagination (Boston: Houghton Mifflin, 1989), 24 (6), 582-584.

Acknowledgement (1992), 24 (6), 585-587.



JOURNAL OF CURRICULUM STUDIES: VOLUME 25: 1993

JCS, 25 (1), January-February 1993



General articles

CHERRYHOLMES, C. H. (1993) Reading research, 25 (1), 1-32.

McKIERNAN, D. (1993) History in a national curriculum: imagining the nation at the end of the 20th century, 25 (1), 33-51.

FENSHAM, P. J. (1993) Academic influence on school science curricula, 25 (1), 53-64.

DANIELS, L. (1993) Diversity as an educational principle, 25 (1), 65-76.

LINDBLAD, S. and WALLIN, E. (1993) On transitions of power, democracy and education in Sweden, 25 (1), 77-88.



Reports

SIEMAK-TYLIKOWSKA, A. (1993) Curriculum development in secondary education in Poland, 25 (1), 89-93.

O'BRIEN, N. P. (1993) Resources for curriculum history: emerging from the warehouse, 25 (1), 95-98.



JCS, 25 (2), March-April 1993



General articles

FENSTERMACHER, G. D. and RICHARDSON, V. (1993) The elicitation and reconstruction of practical arguments in teaching, 25 (2), 101-114.

MORGAN, B. A. (1993) Practical rationality: a self-investigation, 25 (2), 115-124.

VÁSQUEZ-LEVY, D. (1993) The use of practical arguments in clarifying and changing practical reasoning and classroom practices: two cases, 25 (2), 125-143.

PENDLEBURY, S. (1993) Practical arguments, rationalization and imagination in teachers' practical reasoning: a critical discussion, 25 (2), 145-151.

ROEGHOLT, S. (1993) Towards a concept of multiperspective education, 25 (2), 153-167.

PRIDEAUX, D. (1993) School-based curriculum development: partial, paradoxical and piecemeal, 25 (2), 169-178.



Report

HARNISCH, D. L. and MABRY, L. (1993) Issues in the development and evaluation of alternative assessments, 25 (2), 179-187.



Essay review

ELBAZ, F. (1993) Responsive teaching: a response from a teacher's perspective. Review of C. A. Bowers and D. Flinders, Responsive Teaching: An Ecological Approach to Classroom Patterns of Language, Culture and Thought (New York: Teachers College Press, 1990), 25 (2), 189-199. [See 23 (2), 288-290.]



JCS, 25 (3), May-June 1993



General articles

NOSS, R. and HOYLES, C. (1993) Bob--A suitable case for treatment?, 25 (3), 201-218.

EISNER, E. W. (1993) Reshaping assessment in education: some criteria in search of practice, 25 (3), 219-233.

SEIXAS, P. (1993) Parallel crises: history and the social studies curriculum in the USA, 25 (3), 235-250.

GUNDEM, B. B. (1993) Rise, development and changing conceptions of curriculum administration and curriculum guidelines in Norway: the national-local dilemma, 25 (3), 251-266.

DAVIS, A. J. (1993) Matching and assessment, 25 (3), 267-279.



Report

FELDMAN, A. and ATKIN, J. M. (1993) Research in science education in the USA, 25 (3), 281-289.



Book reviews

MATHINOS, D. A. (1993) Review of J. Beyner and H. Mackay (eds), Technological Literacy and the Curriculum (New York: Falmer, 1992), 25 (3), 291-294.

NOBLE, D. D. (1993) Review of R. L. Blomeyer, Jr. and C. D. Martin (eds), Case Studies in Computer Aided Learning (New York: Falmer, 1990), 25 (3), 294-296.

WEBER, E. (1993) Review of S. Aronowitz and H. Giroux, Postmodern Education: Politics, Culture, and Social Criticisms (Minneapolis, MN: University of Minnesota Press, 1990), 25 (3), 296-299.



JCS, 25 (4), July-August 1993



General articles

GOUGH, A. G. and ROBOTTOM, I. (1993) Towards a socially critical environmental education: water quality studies in a coastal school, 25 (4), 301-316.

WALSH, D. J., SMITH, M. E., ALEXANDER, M. and ELLWEIN, M. C. (1993) The curriculum as mysterious and constraining: teachers' negotiations of the first year of a pilot programme for at-risk 4-year-olds, 25 (4), 317-332.

ATKINS, M. J. (1993) Evaluating interactive technologies for learning, 25 (4), 333-342. [See 25 (5), 497.]

PORTELLI, J. P. (1993) Exposing the hidden curriculum, 25 (4), 343-358.

FORTUNE, J., PETERS, G. and RAWLINSON-WINDER, L. (1993) Science education in English and Welsh primary schools: a systems study, 25 (4), 359-369.



Report

BRADY, L. (1993) Intervisitation and mentoring: professional development for principals, 25 (4), 371-375.



Book reviews

GROSSMAN, P. (1993) Review of S. Feiman-Nemser and H. Featherstone (eds), Exploring Teaching: Reinventing an Introductory Course (New York: Teachers College Press, 1992), 25 (4), 377-380.

GUILLAUME, A. M. (1993) Review of R. K. Hawthorne, Curriculum in the Making: Teacher Choice and the Classroom Experience (New York: Teachers College Press, 1992), 25 (4), 380-383.

WIRTH, A. G. (1993) Review of R. B. Westbrook, John Dewey and American Democracy (Ithaca, NY: Cornell University Press, 1991), 25 (4), 383-386.

D'AMBROSIO, B. S. (1993) Review of R. Borasi, Learning Mathematics through Inquiry (Portsmouth, NH: Heinemann, 1992), 25 (4), 386-389.

SMYLIE, M. A. (1993) Review of A. Lieberman and L. Miller (eds), Staff Development for Education in the '90s: New Demands, New Realities, New Perspectives, 2nd edn (New York: Teachers College Press, 1991), 25 (4), 389-392.

WATKINS, P. (1993) Review of M. Poole (ed.), Education and Work (Hawthorn, AU: Australian Council for Educational Research, 1992), 25 (4), 392-395.



JCS, 25 (5), September-October 1993



General articles

HANSEN, D. T. (1993) The moral importance of the teacher's style, 25 (5), 397-421.

BAILIN, S. (1993) Theatre, drama education and the role of the aesthetic, 25 (5), 423-432. [See 25 (6), 511-522 and 523-525.]

FRYKHOLM, C.-U. and NITZLER, R. (1993) Working life as pedagogical discourse: empirical studies of vocational and career education based on theories of Bourdieu and Bernstein, 25 (5), 433-444.

McKERNAN, J. (1993) Varieties of curriculum action research: constraints and typologies in American, British and Irish projects, 25 (5), 445-457.



Report

VAN DEN BRINK, G. J. (1993) The development of proposals for nation-wide attainment targets: the Dutch case, 25 (5), 459-471.



Book reviews

VARENNE, H. (1993) Review of R. N. Page, Lower-Track Classrooms: A Curricular and Cultural Perspective (New York: Teachers College Press, 1991), 25 (5), 473-475.

HOPMAN, S. (1993) Review of J. W. Meyer, D. H. Kamens and A. Benavot, School Knowledge for the Masses: World Models and National Primary Curricular Categories in the Twentieth Century (London: Falmer, 1992), 25 (5), 475-482.

FARBER, P. (1993) Review of R. Welker, The Teacher as Expert: A Theoretical and Historical Examination (Albany, NY: SUNY Press, 1992), 25 (5), 482-485.

NAUMAN, A. D. and HARE, V. C. (1995) Review of J. DelFattore, What Johnny Shouldn't Read: Textbook Censorship in America (New Haven, CT: Yale University Press, 1992), 25 (5), 485-488.

LENSMIRE, T. J. (1993) Review of J. S. Lofty, Time to Write: The Influence of Time and Culture on Learning to Write (Albany, NY: SUNY Press, 1992), 25 (5), 488-491.

MITCHENER, C. P. (1993) Review of R. V. Bullough, Jr., J. G. Knowles and N. A. Crow, Emerging as a Teacher (New York: Routledge, 1991), 25 (5), 491-494.

NICHOLLS, J. G. (1993) Review of C. Cullingford, The Inner World of the School: Children's Ideas about School (London: Cassell, 1991), 25 (5), 494-496.



JCS, 25 (6), November-December 1993



General articles

REID, W. A. (1993) Does Schwab improve on Tyler?: a response to Jackson [P. W. Jackson (ed.), Handbook of Research on Curriculum (New York: Macmillan, 1992)], 25 (6), 499-510. [See 26 (1), 115-120.]

COURTNEY, R. (1993) Roles and relationships in educational drama: a response to Bailin, 25 (6), 511-522. [See 25 (5), 423-432, and 25 (6), 523-525.]

BAILIN, S. (1993) Theatre/drama one more time?: response to Courtney, 25 (6), 523-525. [See 25 (5), 423-432, and 25 (6), 511-522.]

JENNINGS, Z. (1993) The non-institutionalization of the use of self-instructional materials in primary schools in Jamaica: the case of Project PRIMER [Project for Improved Management of Educational Resources], 25 (6), 527-542.



Report

LACEY, C. A. and MERSETH, K. K. (1993) Cases, hypermedia and computer networks: three curricular innovations for teacher education, 25 (6), 543-551.



Essay review

LAKOMSKI, G. (1993) The incomplete naturalist. Review of D. T. Campbell, Methodology and Epistemology for Social Science: Selected Papers, ed. E. S. Overman (Chicago: University of Chicago Press, 1988), 25 (6), 553-567.



Book reviews

JONES, S. P. (1993) Review of V. A. Howard, Learning By All Means: Lessons from Arts: A Study in the Philosophy of Education (New York: Peter Lang, 1992), 25 (6), 569-571.

REGELSKI, T. A. (1993) Review of J. Paynter, Sound and Structure (New York: Cambridge University Press, 1992), 25 (6), 571-575.

HAUSMAN, J. (1993) Review of R. E. Stake, L. Bresler, L. Mabry and N. Ellis, Custom and Cherishing: The Arts in Elementary Schools: Studies of US Elementary Schools Portraying the Ordinary Problems of Teachers Teaching Music, Drama, Dance and the Visual Arts in 1987-1990 (Urbana, IL: Music Education Research Council, School of Music, University of Illinois at Urbana-Champaign, 1991), 25 (6), 575-577.

REID, W. A. (1993) Review of G. McCulloch, The Secondary Technical School: A Usable Past?, Studies in Curriculum History Series, 13 (London: Falmer, 1989), 25 (6), 577-579.

TOMLINSON, S. (1993) Review of B. Wade and M. Moore, Patterns of Educational Integration: International Perspectives on Mainstreaming Children with Special Educational Needs (Wallingford, UK: Triangle Books, 1992), 25 (6), 579-581.

FORMANEK, R. (1993) Review of P. Hauser-Cram, D. E. Pierson, D. K. Walker and T. Tivnan, Early Education in the Public Schools: Lessons from a Comprehensive Birth-to-Kindergarten Program, Brookline Early Education Project (San Francisco: Jossey Bass, 1991), 25 (6), 581-584.

Acknowledgement (1993), 25 (6), 585-587.



JOURNAL OF CURRICULUM STUDIES: VOLUME 26: 1994

JCS, 26 (1), January-February 1994



General articles

STRAY, C. (1994) Paradigms regained: towards a historical sociology of the textbook, 26 (1), 1-29.

BUCKLEY, J. (1994) A critique of Kieran Egan's theory of educational development, 26 (1), 31-43. [See 26 (4), 431-435 and 437-445.]

KELCHTERMANS, G. and VANDENBERGHE, R. (1994) Teachers' professional development: a biographical perspective, 26 (1), 45-62.

SEDDON, T. (1994) Reconstructing social democratic education in Australia: versions of vocationalism, 26 (1), 63-82.

HUNGWE, K. (1994) A decade of science education in Zimbabwe (1980-1990): a nationalist vision and post-colonial realities, 26 (1), 83-95.



Essay reviews

BOOSTROM, R. (1994) A curriculum of caring. Review of N. Noddings, Caring: A Feminine Approach to Ethics and Moral Education (Berkeley, CA: University of California Press, 1984), N. Noddings, Women and Evil (Berkeley, CA: University of California Press, 1989) and N. Noddings, The Challenge to Care in Schools: An Alternative Approach to Education, Contemporary Educational Thought Series (New York: Teachers College Press, 1992), 26 (1), 97-114.

MILBURN, G. (1994) Review of P. W. Jackson (ed.), The Handbook of Research on Curriculum: A Project of the American Educational Research Association (New York: Macmillan, 1992), 26 (1), 115-120. [See 25 (6), 499-510.]



JCS, 26 (2), March-April 1994



General articles

MILLER, L. and OLSON, J. (1994) Putting the computer in its place: a study of teaching with technology, 26 (2), 121-141.

SNYDER, I. (1994) Writing with word processors: the computer's influence on the classroom context, 26 (2), 143-162.

ANDERSON, T. H., BECK, D. P. and WEST, C. K. (1994) A text analysis of two pre-secondary science activities, 26 (2), 163-186.

STAESSENS, K. and VANDENBERGHE, R. (1994) Vision as a core component in school culture, 26 (2), 187-200.

WILLIAMS, J. C. and WILLIAMS, J. B. (1994) Change at the chalk face: a case study of the factors affecting the adoption of curriculum innovation, 26 (2), 201-216.

TERWEL, J., HERFS, P. G. P., MERTENS, E. H. M. and PERRENET, J. C. (1994) Co-operative learning and adaptive instruction in a mathematics curriculum, 26 (2), 217-233.



JCS, 26 (3), May-June 1994



General articles

CARTER, K. (1994) Preservice teachers' well-remembered events and the acquisition of event-structured knowledge, 26 (3), 235-252.

MULLEN, C. (1994) A narrative exploration of the self I dream, 26 (3), 253-263.

McQUILLAN, P. J. and MUNCEY, D. E. (1994) 'Change takes time': a look at the growth and development of the Coalition of Essential Schools, 26 (3), 265-279.

COOMBS, J. R. (1994) Equal access to education: the ideal and the issues, 26 (3), 281-295.

JOHNSEN, E. B. (1994) Amateurs crossing prairies of oblivion: textbook writers and textbook research, 26 (3), 297-311.



Report

STAHL, A. (1994) The determination of basic concepts through an application of the ideas of 'minimum achievements' and 'cultural literacy', 26 (3), 313-321.



Article

HARNISCH, D. L. (1994) Supplemental education in Japan: Juku schooling and its implication, 26 (3), 323-334.



Reviews

CUBAN, L. (1994) Review of H. M. Kliebard, Forging the American Curriculum: Essays in Curriculum History and Theory (New York: Routledge, 1992), 26 (3), 335-337.

WHALEY, T. R. (1994) Review of P. W. Jackson, Untaught Lessons (New York: Teachers College Press, 1992), 26 (3), 337-340.

DELAMONT, S. (1994) Review of S. I. Riddell, Gender and the Politics of the Curriculum (London: Routledge, 1992), 26 (3), 340-342.

HOWE, K. R. (1994) Review of B. L. Bull, R. T. Fruehling and V. Chattergy, The Ethics of Multicultural and Bilingual Education (New York: Teachers College Press, 1992), 26 (3), 342-348.

JENNINGS, N. (1994) Review of E. Stones, Quality Teaching: A Sample of Cases (New York: Routledge, 1992), 26 (3), 348-350.

TUCK, P. (1994) Review of J. T. Sears (ed.), Sexuality and the Curriculum: The Politics and Practices of Sexuality Education (New York: Teachers College Press, 1992), 26 (3), 351-353.



JCS, 26 (4), July-August 1994



General articles

NODDINGS, N. (1994) Postmodern musings on pedagogical uses of the personal, 26 (4), 355-360.

LUKE, A. (1994) On reading and the sexual division of literacy, 26 (4), 361-381.

ENGLUND, T. (1994) Education as a citizenship right--a concept in transition: Sweden related to other Western democracies and political philosophy, 26 (4), 383-399.

BRICKHOUSE, N. (1994) Bringing in the outsiders: reshaping the sciences of the future, 26 (4), 401-416.

GRANSTRÖM, K. (1994) Implicit organizational structures and explicit teacher behaviour in schools, 26 (4), 417-429.

EGAN, K. (1994) Irony in the soul: a response to Joanne Buckley's 'a critique of Kieran Egan's theory of educational development', 26 (4), 431-435. [See 26 (1), 31-43, and 26 (4), 437-445.]

BUCKLEY, J. (1994) Kieran Egan's theory of educational development: the argument continued, 26 (4), 437-445. [See 26 (1), 31-43, and 26 (4), 431-435.]



Essay review

GÖNCÜ, A. and FITZGERALD, L. M. (1994) The early childhood curriculum: notes on the transformations of a field. Review of S. A. Kessler and B. B. Swadener (eds), Reconceptualizing the Early Childhood Curriculum: Beginning the Dialog (New York: Teachers College Press, 1992) and C. Seefeldt (ed.), The Early Childhood Curriculum: A Review of Current Research, 2nd edn (New York: Teachers College Press, 1992), 26 (4), 447-452.



Reviews

WILSON, S. M. and POPPINK, S. (1994) Review of P. A. Cusick, The Educational System: Its Nature and Logic (New York: McGraw-Hill, 1992), 26 (4), 453-457.

McCARTHY, C. and EDGERTON, S. H. (1994) Review of H. A. Giroux, Border Crossings: Cultural Workers and the Politics of Education (New York: Routledge, 1991), 26 (4), 457-462.

JOHNSON, S. M. (1994) Review of F. M. Newmann (ed.), Student Engagement and Achievement in the American Secondary School (New York: Teachers College Press, 1992), 26 (4), 462-464.

KING, J. A. (1994) Review of R. McTaggart, Action Research: A Short Modern History (Geelong, AU: Deakin University Press, 1991), 26 (4), 465-467.

JAMES, C. (1994) Review of G. Thomas, Effective Classroom Teamwork: Support or Intrusion? (New York: Routledge, 1992), 26 (4), 467-470.



JCS, 26 (5), September-October 1994



General articles

HEATH, S. B. and McLAUGHLIN, M. W. (1994) Learning for anything everyday, 26 (5), 471-489.

HODKINSON, P. (1994) Empowerment as an entitlement in the post-16 curriculum, 26 (5), 491-508.

JARDINE, D. W. (1994) 'Littered with literacy': an ecopedagogical reflection on whole language, pedocentrism and the necessity of refusal, 26 (5), 509-524.

JOHNSTON, S. (1994) Resolving questions of 'why' and 'how' about the study of curriculum in teacher education programmes, 26 (5), 525-540.

BRAITHWAITE, R. J. (1994) The governance of curriculum in Australia, 1981-1991, 26 (5), 541-552.



Essay review

GOUGH, N. (1994) Imagining an erroneous order: understanding curriculum as phenomenological and deconstructed text. Review of W. F. Pinar and W. M. Reynolds (eds), Understanding Curriculum as Phenomenological and Deconstructed Text (New York: Teachers College Press, 1992), 26 (5), 553-568.



Reviews

POWER, S. (1994) Review of R. Bowe and S. J. Ball with A. Gold, Reforming Education and Changing Schools: Case Studies in Policy Sociology (London: Routledge, 1992), 26 (5), 569-571.

SOCKETT, H. (1994) Review of B. A. Kimball, The Professionalization of America: The Emergence of the 'True Professional Ideal' (Cambridge, MA: Blackwell, 1992), 26 (5), 572-576.

BEAVIS, C. (1994) Review of P. Gilbert and S. Taylor, Fashioning the Feminine: Girls, Popular Culture, and Schooling (North Sydney, AU: Allen & Unwin, 1991), 26 (5), 576-579.

McNEAL, B. (1994) Review of G. Leinhardt, R. Putnam and R. A. Hattrup (eds), Analysis of Arithmetic for Mathematics Teaching (Hillsdale, NJ: Erlbaum, 1992) 26 (5), 579-582.

POWER, F. C. (1994) Review of W. K. Kilpatrick, Why Johnny Can't Tell Right from Wrong: Moral Illiteracy and the Case for Character Education (New York: Simon & Schuster, 1992), 26 (5), 582-584.

MILLAR, R. (1994) Review of R. A. Duschl and R. J. Hamilton (eds), Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice (Albany, NY: SUNY Press, 1993), 26 (5), 585-588.

COLWELL, R. (1994) Review of M. L. Mark and C. L. Gary, A History of American Music Education (New York: Schirmer Books, 1992), 26 (5), 588-591.



JCS, 26 (6), November-December 1994



General articles

WIRTH, A. G. (1994) A reconstituted general education: the integration of the vocational and the liberal, 26 (6), 593-600.

JENKINS, E. W. (1994) Public understanding of science and science education for action, 26 (6), 601-611.

WILLINSKY, J. (1994) After 1492-1992: a post-colonial supplement for the Canadian curriculum, 26 (6), 613-629.

McQUILLAN, P. (1994) Computers and pedagogy: the invisible presence, 26 (6), 631-653.

COMBER, B. (1994) Critical literacy: an introduction to Australian debates and perspectives, 26 (6), 655-668.

KIRK, D. (1994) A journal and its field: the impact of the Journal of Curriculum Studies, 26 (6), 669-681.



Report

HARISUN, M. (1994) Changing the culture of schools towards emphasizing student outcomes, 26 (6), 683-688.



Reviews

HOLM, G. (1994) Review of V. Polakow, Lives on the Edge: Single Mothers and their Children in the Other America (Chicago: University of Chicago Press, 1993), 26 (6), 689-691.

FEINBERG, W. (1994) Review of A. Sen, Inequality Reexamined (Cambridge, MA: Harvard University Press, 1992), 26 (6), 691-694.

HEMMINGS, A. (1994) Review of A. Wheelock for the Massachusetts Advocacy Center, Crossing the Tracks: How 'Untracking' Can Save America's Schools (New York: New Press/ W. W. Norton, 1992), 26 (6), 694-696.

ASHTON, P. T. (1994) Review of M. M. Cohn and R. B. Kottkamp, Teachers: The Missing Voice in Education (Albany, NY: SUNY Press, 1993), 26 (6), 696-699.

SCHRAG, F. (1994) Review of J. A. Eisenberg, The Limits of Reason: Indeterminacy in Law, Education, and Morality (Toronto, ON: OISE Press, 1992), 26 (6), 699-701.

WITHERELL, C. S. (1994) Review of A. Garrod (ed.), Learning for Life: Moral Education Theory and Practice (Westport, CT: Praeger, 1992),26 (6), 701-703.



JOURNAL OF CURRICULUM STUDIES: VOLUME 27: 1995

JCS, 27 (1), January-February 1995



Editorial

KEITEL, C. and HOPMANN, S. (1995) Editorial, 27 (1), 1-2.



General articles

HOPMANN, S. and RIQUARTS, K. (1995) Starting a dialogue: issues in a beginning conversation between Didaktik and the curriculum traditions, 27 (1), 3-12.

KLAFKI, W. (1995) Didactic analysis as the core of preparation of instruction (Didaktische Analyse als Kern der Unterrichtsvorbereitung), 27 (1), 13-30.

SENN-FENNELL, C. (1995) Oral and written communication for promoting mathematical understanding: teaching examples form grade 3, 27 (1), 31-54.

McWILLIAM, E. (1995) Educative research in initial teacher education: postpositivist possibilities, 27 (1), 55-66.

LUNA, E., GONZÁLEZ, S., ROBITAILLE, D., CRESPO, S. and WOLFE, R. (1995) Improving the teaching and learning of mathematics in the Dominican Republic, 27 (1), 67-79.

KLIEBARD, H. M. (1995) The Tyler Rationale revisited, 27 (1), 81-88. [See 27 (1), 89-94.]

HLEBOWITSH, P. S. (1995) Interpretations of the Tyler Rationale: a reply to Kliebard, 27 (1), 89-94. [See 27 (1), 81-88.]



Reviews

BROPHY, J. (1995) Review of J. T. Bruer, Schools for Thought: A Science of Learning in the Classroom (Cambridge, MA: MIT Press, 1993), 27 (1), 95-97.

HAERTEL, E. H. (1995) Review of R. J. Stiggins and N. F. Conklin, In Teachers' Hands: Investigating the Practices of Classroom Assessment (Albany, NY: SUNY Press, 1992), 27 (1), 97-100.

DILLON, J. T. (1995) Review of N. C. Burbules, Dialogue in Teaching: Theory and Practice (New York: Teachers College Press, 1993), 27 (1), 100-102.

ST. MAURICE, H. (1995) Review of F. K. Oser, A. Dick and J.-L. Patry (eds), Effective and Responsible Teaching: The New Synthesis (San Francisco: Jossey-Bass, 1992), 27 (1), 102-105.

MALEN, B. (1995) Review of J. H. Chrispeels, Purposeful Restructuring: Creating a Culture for Learning and Achievement in Elementary Schools (London: Falmer, 1992), 27 (1), 105-108.

WAKS, L. J. (1995) Review of C. A. Bowers, Education, Cultural Myths, and Ecological Crisis: Toward Deep Changes (Albany, NY: SUNY Press, 1993), 27 (1), 108-112.

Acknowlegement (1995), 27 (1), 114-116.



JCS, 27 (2), March-April 1995



General articles

WOLF, S. A. (1995) Language in and around the dramatic curriculum, 27 (2), 117-137.

GABELLA, M. S. (1995) The art(s) of historical sense, 27 (2), 139-163.

CORNBLETH, C. (1995) Controlling curriculum knowledge: multicultural politics and policymaking, 27 (2), 165-185.

ROBERTS, M. (1995) Interpretations of the Geography National Curriculum: a common curriculum for all?, 27 (2), 187-205.



Reviews

CHANDLER, T. J. L. (1995) Review of D. Kirk, Defining Physical Education: The Social Construction of a School Subject in Postwar Britain (London: Falmer, 1992), 27 (2), 207-210.

SEDDON, T. (1995) Review of P. W. Musgrave, From Humanity to Utility: Melbourne University and Public Examinations, 1856-1964 (Hawthorn, AU: Australian Council for Educational Research, 1992), 27 (2), 210-214.

FREEMAN, D. (1995) Review of J. Calderhead and P. Gates (eds), Conceptualizing Reflection in Teacher Development (London: Falmer, 1993), 27 (2), 214-216.

BAKER, D. P. (1995) Review of H. W. Stevenson and J. W. Stigler, The Learning Gap: Why Our Schools are Failing and What Can We Learn from Japanese and Chinese Education (New York: Summit, 1992), 27 (2), 216-218.

ANGUS, L. (1995) Review of R. Lingard, J. Knight and P. Porter (eds), Schooling Reform in Hard Times (London: Falmer, 1992), 27 (2), 218-224.

GRIMMETT, P. P. (1995) Review of L. Valli (ed.), Reflective Teacher Education: Cases and Critiques (Albany, NY: SUNY Press, 1992), 27 (2), 224-230.



JCS, 27 (3), May-June 1995



General articles

DRESSMAN, M. (1995) Under the umbrella: resisting the reign of rationalized educational reform, 27 (3), 231-244.

JANSEN, J. D. (1995) Understanding social transition through the lens of curriculum policy: Namibia/South Africa, 27 (3), 245-261.

MACPHERSON, E. D. (1995) Chaos in the curriculum, 27 (3), 263-279. [See 29 (1), 87-100 and 101-103.]

GRUNDY, S. and HENRY, M. (1995) Which way home economics?: an examination of the conceptual orientation of home economics curricula, 27 (3), 281-297.

EVANS, T. and GRACE, M. (1995) Distance education as the gendered privatization of learning, 27 (3), 299-315.

VANDENBERGHE, R. (1995) Creating locally adapted innovations through a school-based review, 27 (3), 317-324.



Reviews

WESTBURY, I. (1995) Review of M. A. Eckstein and H. J. Noah, Secondary School Examinations: International Perspectives on Policies and Practices (New Haven, NJ: Yale University Press), 27 (3), 325-329.

COCKBURN, A. D. (1995) Review of R. Merttens and J. Vass (eds), Partnerships in Maths: Parents and Schools: The IMPACT Project [Inventing Maths for Parents and Children and Teachers] (London: Falmer, 1993), 27 (3), 329-332.

THORNBURG, L. D. (1995) Review of A. Zilversmit, Changing Schools: Progressive Education Theory and Practice, 1930-1960 (Chicago: University of Chicago Press, 1993), 27 (3), 332-335.

PUCKETT, J. (1995) Review of M. W. Apple, Official Knowledge: Democratic Education in a Conservative Age (New York: Routledge, 1993), 27 (3), 335-340.

CULLINGFORD, C. (1995) Review of J. G. Nicholls and S. P. Hazzard, Education as Adventure: Lessons from the Second Grade (New York: Teachers College Press, 1993), 27 (3), 340-342.

HAWTHORNE, R. K. (1995) Review of C. L. Paris, Teacher Agency and Curriculum Making in Classrooms (New York: Teachers College Press, 1993), 27 (3), 342-344.



JCS, 27 (4), July-August 1995



General articles

KANSANEN, P. (1995) The Deutsche Didaktik, 27 (4), 347-352.

MENCK, P. (1995) Didactics as construction of content, 27 (4), 353-371.

VARENNE, H. (1995) The social facting of education: Durkheim's legacy, 27 (4), 373-389.

GREEN, B. (1995) Post-curriculum possibilities: English teaching, cultural politics, and the postmodern turn, 27 (4), 391-409.

CARLGREN, I. (1995) National curriculum as social compromise or discursive politics?: some reflections on a curriculum-making process, 27 (4), 411-430.

BRUCKERHOFF, C. E. and CARLSON, J. L. (1995) Loneliness, fear and disrepute: the haphazard socialization of a student teacher, 27 (4), 431-444.



Essay reviews

JENKINS, E. W. (1995) Benchmarks for science literacy: a review symposium. Review of American Association for the Advancement of Science, Project 2061, Benchmarks for Science Literacy (New York: Oxford University Press, 1993), 27 (4), 445-448. [See 27 (4), 448-451, 452-455 and 455-461.]

CARLSEN, W. S., CUNNINGHAM, C. M. and LOWMASTER, N. E. (1995) But who will teach it? Review of American Association for the Advancement of Science, Project 2061, Benchmarks for Science Literacy (New York: Oxford University Press, 1993), 27 (4), 448-451. [See 27 (4), 445-448, 452-455 and 455-461.]

CROSS, R. T. (1995) A vision of scientific literacy. Review of American Association for the Advancement of Science, Project 2061, Benchmarks for Science Literacy (New York: Oxford University Press, 1993), 27 (4), 452-455. [See 27 (4), 445-448, 448-451 and 455-461.]

RIQUARTS, K. and HOPMANN, S. (1995) Brave new science. Review of American Association for the Advancement of Science, Project 2061, Benchmarks for Science Literacy (New York: Oxford University Press, 1993), 27 (4), 455-461. [See 27 (4), 445-448, 448-451 and 452-455.]



JCS, 27 (5), September-October 1995



General articles

JONES, L. (1995) Drug talk in context: the relationship between situation and performance in the expression and reception of drug-related knowledge, 27 (5), 463-477.

RHEDDING-JONES, J. (1995) What do you do after you've met poststructuralism?: research possibilities regarding feminism, ethnography and literacy, 27 (5), 479-500.

VAN LEEUWEN, T. and SELANDER, S. (1995) Picturing 'our' heritage in the pedagogic text: layout and illustrations in an Australian and a Swedish history textbook, 27 (5), 501-522.

FOUTS, J. T. and CHAN, J. C. K. (1995) Confucius, Mao and modernization: social studies education in the People's Republic of China, 27 (5), 523-543.

KLIEBARD, H. M. (1995) The feminization of teaching on the American frontier: keeping school in Otsego, Wisconsin, 1867-1880, 27 (5), 545-561.



Reviews

WAXMAN, H. C. (1995) Review of C. Teddlie and S. Stringfield, Schools Make a Difference: Lessons Learned from a 10-Year Study of School Effects (New York: Teachers College Press, 1993), 27 (5), 563-565.

DRISCOLL, M. E. (1995) Review of B. Schneider and J. S. Coleman (eds), Parents, Their Children, and Schools (Boulder, CO: Westview, 1993), 27 (5), 565-569.

ELLIS, N. E. (1995) Review of R. Taylor and G. Andrews, The Arts in the Primary School (London: Falmer, 1993), 27 (5), 569-572.

ATKINS, M. J. (1995) Review of J. B. Giacquinta, J. A. Bauer and J. E. Levin, Beyond Technology's Promise: An Examination of Children's Educational Computing at Home (New York: Cambridge University Press, 1993), 27 (5), 572-574.

RODGERS, C. R. (1995) Review of A. R. McAninch, Teacher Thinking and the Case Method: Theory and Future Directions (New York: Teachers College Press, 1993), 27 (5), 574-577.

BERENDS, M. (1995) Review of B. L. Wilson and G. B. Rossman, Mandating Academic Excellence: High School Responses to State Curriculum Reform (New York: Teachers College Press, 1993), 27 (5), 577-580.



JCS, 27 (6), November-December 1995



General articles

RASBERRY, G. W. (1995) From grade school to graduate school: reflections of a good kid, 27 (6), 583-597.

SINGH, M. G. (1995) Edward Said's critique of orientalism and Australia's 'Asia Literacy' curriculum, 27 (6), 599-620.

LEWIS, T. (1995) From manual training to technology education: the continuing struggle to establish a school subject in the USA, 27 (6), 621-645.

HALLIWELL, G. (1995) Gaining acceptance for child-responsive practices: what do teachers know about it?, 27 (6), 647-665.

BUSATO, V. V., TEN DAM, G. T. M., VAN DEN EEDEN, P. and TERWEL, J. (1995) Gender-related effects of co-operative learning in a mathematics curriculum for 12-16 year-olds, 27 (6), 667-686.



Reviews

BRESLER, L. and DAVIDSON, J. (1995) Review of M. J. Schratz (ed.), Qualitative Voices in Educational Research (London: Falmer, 1993), 27 (6), 687-691.

WHITAKER, N. (1995) Review of K. Swanwick, Musical Knowledge: Intuition, Analysis, and Music Education (London: Routledge, 1994), 27 (6), 692-693.

WESTBURY, I. (1995) Review of W. H. Haney, G. F. Madaus and R. Lyons, The Fractured Marketplace for Standardized Testing (Boston: Kluwer, 1993), 27 (6), 693-697.

VANSLEDRIGHT, B. A. (1995) Review of G. Leinhardt, I. L. Beck and C. Stainton (eds), Teaching and Learning in History (Hillsdale, NJ: Erlbaum, 1994), 27 (6), 698-703.

REID, W. A. (1995) Review of C. Stray, The Living Word: W. H. D. Rouse and the Crisis of Classics in Edwardian England (London: Bristol Classical Press, 1992), 27 (6), 703-705.

CATHRO, L. (1995) Review of A. Bowker, Sisters in the Blood: The Education of Women in Native America (Newton, MA: WEEA Publishing Center, 1993), 27 (6), 705-708.

SERNAK, K. S. (1995) Review of B. M. Franklin, From 'Backwardness' to 'At-Risk': Childhood Learning Difficulties and the Contradictions of School Reform (Albany, NY: SUNY Press, 1994), 27 (6), 708-711.



JOURNAL OF CURRICULUM STUDIES: VOLUME 28: 1996

JCS, 28 (1), January-February 1996



General articles

ENGLUND, T. (1996) The public and the text, 28 (1), 1-35.

ÖSTMAN, L. (1996) Discourses, discursive meanings and socialization in chemistry education, 28 (1), 37-55.

SÄFSTRÖM, C. A. (1996) Education as a science within a scientific-rational discourse, 28 (1), 57-71.

LJUNGGREN, C. (1996) Education, media and democracy: on communication and the nature of the public in the light of John Dewey, Walter Lippmann and the discussion of modernity, 28 (1), 73-90.

PRAWAT, R. S. (1996) Learning community, commitment and school reform, 28 (1), 91-110.

Acknowledgement (1996), 28 (1), 111-114.



JCS, 28 (2), March-April 1996



General articles

HODSON, D. (1996) Laboratory work as scientific method: three decades of confusion and distortion, 28 (2), 115-135.

JENKINS, E. W. (1996) The 'nature of science' as a curriculum component, 28 (2), 137-150.

DAVIS, A. B., SUMARA, D. J. and KIEREN, T. E. (1996) Cognition, co-emergence, curriculum, 28 (2), 151-169.

DEEVER, B. (1996) If not now, when?: radical theory and systematic curriculum reform, 28 (2), 171-191.

KNOLL, M. (1996) Faking a dissertation: Ellsworth Collings, William H. Kilpatrick, and the 'project curriculum', 28 (2), 193-222.



Reviews

HOLT, M. (1996) Review of G. McCutcheon, Developing the Curriculum: Solo and Group Deliberation (White Plains, NY: Longman, 1995), 28 (2), 223-225.

BANERJI, R. (1996) Review of M. H. Hussain, Traditional Culture and Modern Systems: Administering Primary Education in Bangladesh (Lanham, MD: University Press of America, 1994), 28 (2), 225-227.

INOUE, K. (1996) Review of C. C. Lewis, Educating Hearts and Minds: Reflections on Japanese Preschool and Elementary Education (New York: Cambridge University Press, 1995), 28 (2), 227-230.

KAHNE, J. (1996) Review of T. Townshend, Effective Education for the Community: Core-plus Education (New York: Routledge, 1994), 28 (2), 230-233.

DUSCHL, R. A. (1996) Review of M. R. Matthews, Science Teaching: The Role of History and Philosophy of Science (New York: Routledge, 1994), 28 (2), 233-236.

GOSDEN, P. (1996) Review of M. Barber, The Making of the 1944 Education Act (London: Cassell, 1994), 28 (2), 237-239.



JCS, 28 (3), May-June 1996



General articles

HOLT, M. (1996) The making of Casablanca and the making of curriculum, 28 (3), 241-251.

BLACKMORE, J. with KENWAY, J., WILLIS, S. and RENNIE, L. (1996) Feminist dilemmas: an Australian case study of a whole-school policy approach to gender reform, 28 (3), 253-279.

BRUCE, B. C. and WASSER, J. D. (1996) An inquiry model for literacy across the curriculum, 28 (3), 281-300.

KAINAN, A. (1996) Stories about power, the power of stories, 28 (3), 301-314.

BRISCOE, C. (1996) The teacher as learner: interpretations from a case study of teacher change, 28 (3), 315-329.

WRIGHT, J. (1996) Mapping the discourses of physical education: articulating a female tradition, 28 (3), 331-351.



Reviews

ZILVERSMIT, A. (1996) Review of H. M. Kliebard, The Struggle for the American Curriculum 1893-1958, 2nd edn (New York: Routledge, 1995), 28 (3), 353-355. [See 19 (6), 569-573.]

WESTBURY, S. A. (1996) Review of C. Crabtree and G. B. Nash (dirs.), National Standards for United States History: Exploring the American Experience; Grades 5-12: Expanded Version Including Examples of Student Achievement (Los Angeles, CA: National Center for History in the Schools, University of California, Los Angeles, 1994), 28 (3), 355-358.

STONE, L. (1996) Review of C. Raissiguier, Becoming Women/Becoming Workers: Identity Formation in a French Vocational School (Albany, NY: SUNY Press, 1994), 28 (3), 358-360.

GOMEZ, M. L. (1996) Review of S. May, Making Multicultural Education Work (Clevedon, UK: Multilingual Matters, 1994), 28 (3), 360-363.

WELLS, A. S. (1996) Review of J. R. Henig, Rethinking School Choice: Limits of the Market Metaphor (Princeton, NJ: Princeton University Press, 1994), 28 (3), 363-367.



JCS, 28 (4), July-August 1996



General articles

SEDUNARY, E. (1996) 'Neither new nor alien to progressive thinking': interpreting the convergence of radical education and the new vocationalism in Australia, 28 (4), 369-396.

SWARTZ, E. (1996) Emancipatory knowledge: a postcritical response to 'standard' school knowledge, 28 (4), 397-418.

WEDEKIND, V., LUBISI, C., HARLEY, K. and GULTIG, J. (1996) Political change, social integration and curriculum: a South African case study, 28 (4), 419-436.

HOVE, P. H. (1996) The face of wonder, 28 (4), 437-462.



Essay review

WRAGA, W. G. (1996) Toward a curriculum theory for a new century. Review of Patrick Slattery, Curriculum Development in the Postmodern Era (New York: Garland, 1995) 28 (4), 463-474.



Reviews

EGNATOFF, W. J. (1996) Review of W. Veen, B. Collis, P. DeVries and F. Vogelzang (eds), Telematics in Education: The European Case (De Lier, The Netherlands: Academish Boekan Centrum, 1994), 28 (4), 475-478.

STENGEL, B. S. (1996) Review of F. Schrag, Back to Basics: Fundamental Educational Questions Reexamined (San Francisco: Jossey-Bass, 1995), 28 (4), 478-481.

HALL, V. (1996) Review of G. Grace, School Leadership: Beyond Education Management: An Essay in Policy Scholarship (London: Falmer, 1995), 28 (4), 481-484.

McNAMARA, D. (1996) Review of J. Furlong and T. Maynard, Mentoring Student Teachers: The Growth of Professional Knowledge (London: Routledge, 1995), 28 (4), 484-487.

CUFFARO, H. K. (1996) Review of B. Beatty, Preschool Education in America: The Culture of Young Children from the Colonial Era to the Present (New Haven, CT: Yale University Press, 1995), 487-490.

SHANAHAN, T. (1996) Review of P. Owen and P. Pumfrey (eds), Children Learning to Read: International Concerns: Emergent and Developing Reading: Messages for Teachers (Volume 1), and Curriculum and Assessment: Messages for Teachers (Volume 2) (London: Falmer, 1995), 28 (4), 490-493.



JCS, 28 (5), September-October 1996



General articles

GUTIÉRREZ, R. (1996) Practices, beliefs and cultures of high school mathematics departments: understanding their influence on student advancement, 28 (5), 495-529.

LEVSTIK, L. S. and BARTON, K. C. (1996) 'They still use some of their past': historical salience in elementary children's chronological thinking, 28 (5), 531-576.

GALLAGHER, M., MILLAR, R. and ELLIS, R. (1996) The role of adolescent perceptions in personal and social education: a review of the literature, 28 (5), 577-596.

WITZ, K. G. (1996) Science with values and values for science education, 28 (5), 597-612.

BECK, D. (1996) A midrash demanding the Fifth Son, 28 (5), 613-625.



JCS, 28 (6), November-December 1996



General articles

BUCKINGHAM, D. (1996) Critical pedagogy and media education: a theory in search of a practice, 28 (6), 627-650.

CROSS, R. T. and ORMISTON-SMITH, H. (1996) Physics teaching, professional development and a socially critical ideology, 28 (6), 651-667.

HANSEN, K.-H. and OLSON, J. (1996) How teachers construe curriculum integration: the Science, Technology, Society (STS) movement as Bildung, 28 (6), 669-682.

TOH, K. A., YAP, K. C., LEE, S., SPRINGHAM, S. V. and CHUA, P. (1996) Developing curriculum in Singapore: teacher-academic partnerships, 28 (6), 683-697.

SHKEDI, A. (1996) School-based workshops for teacher participation in curriculum development, 28 (6), 699-711.

NORMAN, B. (1996) A postmodern endeavour: from history as representation of 'the past' to historical thinking, 28 (6), 713-723. [See 28 (6), 725-730.]

GABELLA, M. S. (1996) Postmodern?: perhaps: but historical?: a reply to Barbara Norman, 28 (6), 725-730. [See 28 (6), 713-723.]



Reviews

WALKER, D. (1996) Review J. W. Schofield, Computers and Classroom Culture (Cambridge: Cambridge University Press, 1995), 28 (6), 731-733.

HELLER, C. (1996) Review of G. Hillocks, Jr., Teaching Writing as Reflective Practice (New York: Teachers College Press, 1995), 28 (6), 733-736.

GUDE, O. (1996) Review of R. W. Neperud (ed.), Context, Content and Community in Art Education: Beyond Postmodernism (New York: Teachers College Press, 1995), 28 (6), 736-739.

KURTH-SCHAI, R. (1996) Review of H. K. Cuffaro, Experimenting with the World: John Dewey and the Early Childhood Classroom (New York: Teachers College Press, 1995), 28 (6), 739-742.

BOOSTROM, R. (1996) Review of R. D. Heslep, Moral Education for Americans (Westport, CT: Praeger, 1995), 28 (6), 742-745.



JOURNAL OF CURRICULUM STUDIES: VOLUME 29: 1997

JCS, 29 (1), January-February 1997



General articles

SLAUGHTER, S. (1997) Class, race and gender and the construction of post-secondary curricula in the United States: social movement, professionalization and political economic theories of curricula change, 29 (1), 1-30.

FOUTS, J. T. and CHAN, J. C. K. (1997) The development of work-study and school enterprises in China's schools, 29 (1), 31-46.

NHUNDU, T. J. (1997) The effects of policy marginalization on the implementation of a curriculum innovation: a case study of the implementation of education with production in Zimbabwe, 29 (1), 47-70.

PRAIN, V. (1997) Textualizing your self in research: some current challenges, 29 (1), 71-85.

HUNTER, W. J. and BENSON, G. D. (1997) Arrows in time: the misapplication of chaos theory to education, 29 (1), 87-100. [See 27 (3), 263-279, and 29 (1), 101-103.]

MACPHERSON, E. D. (1997) Chaos in the curriculum: a rejoinder to Hunter and Benson, 29 (1), 101-103. [See 27 (3), 263-279, and 29 (1), 87-100.]

Acknowledgement (1997), 29 (1), 105-107.



Reviews

TERHART, E. (1997) Review of H. N. Weiler, H. A. Mintrop and E. Furhmann (eds), Educational Change and Social Transformation: Teachers, Schools and Universities in Eastern Germany (London: Falmer, 1995), 29 (1), 109-112.

LAYTON, D. (1997) Review of P. J. Fensham (ed.), Science and Technology Education in the Post-Compulsory Years (Hawthorn, AU: Australian Council for Educational Research, 1996), 29 (1), 112-116.

BARNES, S. (1997) Review of D. L. Duke (ed.), Teacher Evaluation Policy: From Accountability to Professional Development (Albany, NY: SUNY Press, 1995), 29 (1), 116-119.

PILLSBURY, G. (1997) Review of R. Soder (ed.), Democracy, Education and the Schools (San Francisco: Jossey-Bass, 1995), 29 (1), 119-122.

LOPEZ, A. L. and SCHUBERT, W. H. (1997) Review of M. Mayberry, J. G. Knowles, B. Ray and S. Marlow, Home Schooling: Parents as Educators (Thousand Oaks, CA: Corwin, 1995), 29 (1), 122-126.

POLITE, V. C. (1997) Review of L. S. Miller, An American Imperative: Accelerating Minority Educational Advancement (New Haven, CT: Yale University Press, 1995), 29 (1), 126-129.



JCS, 29 (2), March-April 1997



General articles

POPKEWITZ, T. S. (1997) The production of reason and power: curriculum history and intellectual traditions, 29 (2), 131-164.

BOALER, J. (1997) When even the winners are losers: evaluating the experiences of 'top set' students, 29 (2), 165-182.

OSBORNE, M. D. (1997) Balancing individual and the group: a dilemma for the constructivist teacher, 29 (2), 183-196.

STABLES, A. (1997) Perspectives on subject choice: the case for a humane liberalism in curriculum planning, 29 (2), 197-208.

HERTZOG, N. B. (1997) The creation of a school and curriculum reform, 29 (2), 209-231.



Essay review

SCHRAG, F. (1997) Searle on the construction of social reality. Review of J. R. Searle, The Construction of Social Reality (New York: Free Press, 1995), 29 (2), 233-240.



Reviews

WELKER, R. (1997) Review of T. A. Wilson, Reaching for a Better Standard: English School Inspection and the Dilemma of Accountability for American Schools (New York: Teachers College Press, 1995), 29 (2), 241-243.

ABBOTT, I. (1997) Review of A. Wolf, Competence-Based Assessment (Buckingham, UK: Open University Press, 1995), 29 (2), 243-246.

SMITH, E. (1997) Review of T. A. Romberg (ed.), Reform in School Mathematics and Authentic Assessment (Albany, NY: SUNY Press, 1995), 29 (2), 246-250.

CUNNINGHAM, C. A. (1997) Review of J. W. Garrison and A. G. Rud, Jr. (eds), The Educational Conversation: Closing the Gap (Albany, NY: SUNY Press, 1995), 29 (2), 250-252.

COLWELL, T. (1997) Review of N. Crowe, Nature and the Idea of a Man-Made World: An Investigation into the Evolutionary Roots of Form and Order in the Built Environment (Cambridge, MA: MIT Press, 1994), 29 (2), 252-254.

TANNER, D. (1997) Review of R. W. Morshead, Patterns of Educational Practice: Theories of Curriculum (Ann Arbor, MI: Pierian, 1995), 29 (2), 254-256.



JCS, 29 (3), May-June 1997



WESTBURY, I. (1997) Editorial, 29 (3), 257-258.



Op-ed

HOPMANN, S. and KÜNZLI, R. (1997) Close our schools! against current trends in policy making, educational theory and curriculum studies, 29 (3), 259-266.



General articles

ENGLUND, T. (1997) Towards a dynamic analysis of the content of schooling: narrow and broad didactics in Sweden, 29 (3), 267-287.

COSTA, V. B. (1997) Honours chemistry: high-status knowledge or knowledge about high status?, 29 (3), 289-313.

VOLMAN, M. (1997) Gender-related effects of computer and information literacy education, 29 (3), 315-328.

MORRIS, P. (1997) School knowledge, the state and the market: an analysis of the Hong Kong secondary school curriculum, 29 (3), 329-349.

McGARVEY, B., MARRIOTT, S., MORGAN, V. and ABBOTT, L. (1997) Planning for differentiation: the experience of teachers in Northern Ireland primary schools, 29 (3), 351-363.



Reviews

KRITT, D. (1997) Review of C. T. Forsnot (ed.), Constructivism: Theory, Perspectives, and Practice (New York: Teachers College Press, 1996), 29 (3), 365-367.

YOUNG, D. (1997) Review of D. E. Muncey and P. J. McQuillan, Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools (New Haven, CT: Yale University Press, 1996), 29 (3), 367-370.

MELNICK, C. R. (1997) Review of M. van Manen and B. Levering, Childhood's Secrets: Intimacy, Privacy, and the Self Reconsidered (New York: Teachers College Press, 1996), 29 (3), 370-373.

TÉLLEZ, K. (1997) Review of J. Kahne, Reframing Educational Policy: Democracy, Community, and the Individual (New York: Teachers College Press, 1995), 29 (3), 373-376.

PUOLIMATKA, T. (1997) Review of P. White, Civic Virtues and Public Schooling: Educating Citizens for a Democratic Society (New York: Teachers College Press, 1996), 29 (3), 376-379.

GIERL, M. J. and HARNISCH, D. L. (1997) Review of G. P. Wiggins, Assessing Student Performance: Exploring the Purposes and Limits of Testing (San Francisco: Jossey-Bass, 1993), 29 (3), 379-381. [See 29 (5), 1997, 625.]



JCS, 29 (4), July-August 1997



Op-ed

OLSON, J. (1997) Technology in the school curriculum: the moral dimensions of making things, 29 (4), 383-390.



General articles

WAKS, L. J. (1997) The project method in postindustrial education, 29 (4), 391-406.

CARLGREN, I. and KALLÓS, D. (1997) Lessons from a comprehensive school system for curriculum theory and research: Sweden revisited after twenty years, 29 (4), 407-430.

KAPLAN, A. (1997) Public life: a contribution to democratic education, 29 (4), 431-453.

SEVCIK, A., ROBBINS, B. and LEONARD, A. (1997) The deep structure of obscene language, 29 (4), 455-470.

JAMES, E., EIJKELHOF, H., GASKELL, J., OLSON, J., RAIZEN, S. and SÁEZ, M. (1997) Innovations in science, mathematics and technology education, 29 (4), 471-483.



Reviews

MEYER, K. (1997) Review of P. Black and J. M. Atkin (eds), Changing the Subject: Innovations in Science, Mathematics and Technology Education, Science, Mathematics and Technology Project, Centre for Educational Research and Innovation (CERI), Organization for Economic Co-operation and Development (OECD) (New York: Routledge, 1996), 29 (4), 485-488.

CONLEY, S. (1997) Review of M. L. Maehr and C. Midgley, Transforming School Cultures (Boulder, CO: Westview, 1996), 29 (4), 488-492.

WESTHEIMER, J. (1997) Review of R. V. Bullough, Jr. and A. Gitlin, Becoming a Student of Teaching: Methodologies for Exploring Self and School Context (New York: Garland, 1995), 29 (4), 492-495.

MAGALHES, L. C. (1997) Review of D. N. Plank, The Means of Our Salvation: Public Education in Brazil, 1930-1995 (Boulder, CO: Westview, 1996), 29 (4), 495-498.

DE PENCIER, A. (1997) Review of M. Forrest, Modernising the Classics: A Study in Curriculum Development (Exeter, UK: Exeter University Press, 1996), 29 (4), 498-500.

OLSON, J. (1997) Review of D. T. Hansen, The Call To Teach (New York: Teachers College Press, 1995), 29 (4), 500-502.

YANO, H. (1997) Review of T. P. Rohlen and G. K. LeTendre (eds), Teaching and Learning in Japan (New York: Cambridge University Press, 1995), 29 (4), 503-505.



JCS, 29 (5), September-October 1997



Op-ed

HLEBOWITSH, P. S. (1997) The search for the curriculum field, 29 (5), 507-511.



General articles

McDONALD, H. and INGVARSON, L. (1997) Technology: a catalyst for educational change, 29 (5), 513-527.

VANSLEDRIGHT, B. A. (1997) And Santayana lives on: students' views on the purposes for studying American history, 29 (5), 529-557.

JONES, L. (1997) Talking about 'everyday' issues in the formal classroom setting: a framework for understanding the dynamics of interaction, 29 (5), 559-567.

ORTON, R. E. (1997) Toward an Aristotelian model of teacher reasoning, 29 (5), 569-583.

STENGEL, B. S. (1997) 'Academic discipline' and 'school subject': contestable curricular concepts, 29 (5), 585-602.

TAN, J. (1997) The rise and fall of religious knowledge in Singapore secondary schools, 29 (5), 603-624.

Congratulations (1997): I. Carlgren, 29 (5), 625. [See 27 (4), 411-430.]



JCS, 29 (6), November-December 1997



Op-ed

KIFER, E. (1997) Why I like test scores and what they tell me about curriculum, 29 (6), 627-635.



General articles

PRICE, J. N. and BALL, D. L. (1997) 'There's always another agenda': marshalling resources for mathematics reform, 29 (6), 637-666.

REID, W. A. (1997) Principle and pragmatism in English curriculum making 1868-1918, 29 (6), 667-682.

ROGERS, B. (1997) Informing the shape of the curriculum: new views of knowledge and its representation in schooling, 29 (6), 683-710.

ANDERSON, T. H., WEST, C. K., BECK, D. P., MACDONELL, E. S. and FRISBIE, D. S. (1997) Integrating reading and science education: on developing and evaluating WEE [Wondering, Exploring, Explaining] Science, 29 (6), 711-733.



Reviews

KILPATRICK, J. (1997) Review of R. Biehler, R. W. Scholz, R. Strässer and B. Winkelmann (eds), Didactics of Mathematics as a Scientific Discipline (Norwell, MA: Kluwer, 1994), 29 (6), 735-738.

GUBERMAN, S. R. and PERESSINI, D. D. (1997) Review of T. Nunes and P. Bryant, Children Doing Mathematics (Oxford: Blackwell, 1996), 29 (6), 738-742.

BENZ, C. R. (1997) Review of T. H. McLaughlin, J. O'Keefe and B. O'Keefe (eds), The Contemporary Catholic School: Context, Identity and Diversity (London: Falmer, 1996), 29 (6), 742-744.

RICE, S. (1997) Review of J. M. Coetzee, Giving Offense: Essays on Censorship (Chicago: University of Chicago Press, 1996), 29 (6), 744-747.

JENNINGS, N. (1997) Review of L. Brouillette, A Geology of School Reform: The Successive Restructurings of a School District (Albany, NY: SUNY Press, 1996), 29 (6), 747-749.

Acknowledgement (1997), 29 (6), 751-753.



JOURNAL OF CURRICULUM STUDIES: VOLUME 30: 1998

JCS, 30 (1), January-February 1998



General articles

PAGE, R. N. (1998) Moral aspects of curriculum: 'making kids care' about school knowledge, 30 (1), 1-26.

ATKINSON, D. (1998) The production of the pupil as a subject within the art curriculum, 30 (1), 27-42.

LÜTH, C. (1998) On Wilhelm von Humboldt's Theory of Bildung: Dedicated to Wolfgang Klafki for his 70th birthday, 30 (1), 43-59.

DENSMORE, K. (1998) The teacher and the community: a case study of teacher-community relations among Zapotec and Mixtec Indians of Oaxaca, Mexico, 30 (1), 61-85.



Essay reviews

SCHRAG, F. (1998) Dr Hirsch's diagnosis and remedy for the ills of American schools. Review of E. D. Hirsch, Jr., The Schools We Need and Why We Don't Have Them (New York: Doubleday, 1996), 30 (1), 87-94.

GUTIÉRREZ, R. (1998) Departments as contexts for understanding and reforming secondary teachers' work: continuing the dialogue. Review of L. S. Siskin and J. W. Little (eds), The Subjects in Question: Departmental Organization and the High School (New York: Teachers College Press, 1995), 30 (1), 95-103.

BURBULES, N. C. (1998) Digital texts and the future of scholarly writing and publication. Review of J. D. Bolter, Writing Space: The Computer, Hypertext, and the History of Writing (Hillsdale, NJ: Erlbaum, 1991), R. A. Lanham, The Electronic Word: Democracy, Technology, and the Arts (Chicago: University of Chicago Press, 1993), I. Snyder, Hypertext: The Electronic Labyrinth (New York: New York University Press, 1997), S. Birkerts, The Gutenberg Elegies: The Fate of Reading in an Electronic Age (New York: Fawcett, 1994) and R. P. Peck and G. B. Newby (eds), Scholarly Publishing: The Electronic Frontier (Cambridge, MA: MIT Press, 1996), 30 (1), 105-124.



JCS, 30 (2), March-April 1998



General articles

ROEGHOLT, S., WARDEKKER, W. and VAN OERS, B. (1998) Teachers and pluralistic education, 30 (2), 125-141.

TAYLOR, A. (1998) Employability skills: from corporate 'wish list' to government policy, 30 (2), 143-164.

HANSÉN, S.-E. (1998) Preparing student teachers for curriculum-making, 30 (2), 165-179.

GIBBS, D. (1998) The miracle baby: curriculum change and primary English: an Australian case study, 30 (2), 181-198.

SEGAL, S. (1998) The role of contingency and tension in the relationship between theory and practice in the classroom, 30 (2), 199-206.

COHEN, J. (1998) Enacting the eclectic: the case of Jewish philosophy, 30 (2), 207-231.



Reviews

HOLM, G. (1998) Review of D. Fjellestad and E. Wikborg, Reading Texts: An Introduction to Strategies of Interpretation, and Reading Texts: Teaching Suggestions (Cambridge, MA: Scandinavian University Press, 1995), 30 (2), 233-235.

SIMON, M. A. (1998) Review of B. Davis, Teaching Mathematics: Toward a Sound Alternative (New York: Garland, 1996), 30 (2), 235-238.

BARONE, T. (1998) Review of J. D. Wilhelm, 'You Gotta BE the Book': Teaching Engaged and Reflective Reading with Adolescents (New York: Garland, 1996), 30 (2), 238-241.

THOMAS, H. B. (1998) Review of W. N. Grubb, Learning to Work: The Case for Reintegrating Job Training and Education (New York: Russell Sage Foundation, 1996), 30 (2), 241-244.

SCHOFIELD, J. W. (1998) Review of J. H. Sandholtz, C. Ringstaff and D. C. Dwyer, Teaching with Technology: Creating Student-Centered Classrooms (New York: Teachers College Press, 1997), 30 (2), 244-247.

FLINDERS, D. J. (1998) Review of C. Oyler, Making Room for Students: Sharing Teacher Authority in Room 104 (New York: Teachers College Press, 1996), 30 (2), 247-249.



JCS, 30 (3), May-June 1998



Op-ed

OSBORNE, M. D. and CALABRESE BARTON, A. M. (1998) Constructing a liberatory pedagogy in science: dilemmas and contradictions, 30 (3), 251-260.



General articles

LENSMIRE, T. J. (1998) Rewriting student voice, 30 (3), 261-291.

UPITIS, R. (1998) From hackers to luddites, game players to game creators: profiles of adolescent students using technology, 30 (3), 293-318.

POMSON, A. D. M. and HOZ, R. (1998) Sought and found: adolescents' 'ideal' historical conceptions as unveiled by concept mapping, 30 (3), 319-337.

SIMOLA, H. (1998) Constructing a school-free pedagogy: decontextualization of Finnish state educational discourse, 30 (3), 339-356.



Reviews

VAN DEN BERG, E. (1998) Review of A. Pollard, D. Thiessen and A. Filer (eds), Children and Their Curriculum: The Perspectives of Primary and Elementary School Children (London: Falmer, 1997), 30 (3), 357-359.

DAY, B. and YARBROUGH, T. (1998) Review of A. N. Applebee, Curriculum as Conversation: Transforming Traditions of Teaching and Learning (Chicago: University of Chicago Press, 1996), 30 (3), 359-362.

BEYER, L. E. (1998) Review of A. Molnar, Giving Kids the Business: The Commercialization of America's Schools (Boulder, CO: Westview, 1996), 30 (3), 362-364.

TOLLEY, K. (1998) Review of R. Gerber and J. Lidstone (eds), Developments and Directions in Geographical Education (Philadelphia, PA: Taylor and Francis, 1996), 30 (3), 365-367.

REID, W. A. (1998) Review of M. Lawn, Modern Times?: Work, Professionalism and Citizenship in Teaching (London: Falmer, 1996), 30 (3), 367-370.

HOLM, G. (1998) Review of M. J. Finders, Just Girls: Hidden Literacies and Life in Junior High (New York: Teachers College Press, 1997), 30 (3), 370-373.



JCS, 30 (4), July-August 1998



General articles

LESKO, N. and BLOOM, L. R. (1998) Close encounters: truth, experience and interpretation in multicultural teacher education, 30 (4), 375-395.

BOOSTROM, R. (1998) 'Safe spaces': reflections on an educational metaphor, 30 (4), 397-408.

FRENCH, L. and SONG, M.-J. (1998) Developmentally appropriate teacher-directed approaches: images from Korean kindergartens, 30 (4), 409-430.



Parents and the curriculum

BRANTLINGER, E. and MAJD-JABBARI, M. (1998) The conflicted pedagogical and curricular perspectives of middle-class mothers, 30 (4), 431-460.

DODD, A. W. (1998) What can educators learn from parents who oppose curricular and classroom practices?, 30 (4), 461-477.



Reviews

TOCHON, F. V. (1998) Review of J. Devine, Maximum Security: The Culture of Violence in Inner-City Schools (Chicago: University of Chicago Press, 1996), 30 (4), 479-482.

STANLEY, J. (1998) Review of E. Millard, Differently Literate: Boys, Girls and the Schooling of Literacy (London: Falmer, 1997), 30 (4), 482-485.

NUNNELEY, D. (1998) Review of K. Egan, The Educated Mind: How Cognitive Tools Shape Our Understanding (Chicago: University of Chicago Press, 1997), 30 (4), 485-487.

MARCONDES, M. I. (1998) Review of N. Birdsall and R. H. Sabot (eds), Opportunity Foregone: Education in Brazil (Washington, DC: Johns Hopkins University Press, 1996), 30 (4), 488-490.

RUSSELL, D. R. (1998) Review of M. Nystrand with A. Gamoran, R. Kachur and C. Pendergast, Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom (New York: Teachers College Press, 1997), 30 (4), 490-493.

BAY, M. (1998) Review of M. C. Pugach and C. L. Warger (eds), Curriculum Trends, Special Education, and Reform: Refocusing the Conversation (New York: Teachers College Press, 1996), 30 (4), 493-496.



JCS, 30 (5), September-October 1998



Op-ed

REID, W. A. (1998) Erasmus, Gates, and the end of curriculum, 30 (5), 499-501.

DILLON, J. T. (1998) Using diverse styles of teaching, 30 (5), 503-514.



General articles

CHILCOAT, G. W. and LIGON, J. A. (1998) Theatre as an emancipatory tool: classroom drama in the Mississippi Freedom Schools, 30 (5), 515-543.

REAY, D. (1998) Setting the agenda: the growing impact of market forces on pupil grouping in British secondary schooling, 30 (5), 545-558.

FORE, L. C. (1998) Curriculum control: using discourse and structure to manage educational reform, 30 (5), 559-576.

DE MORAES, S. E. M. (1998) Normative universalism as vision in Brazilian International Schools, 30 (5), 577-592.



Reviews

HUSBANDS, C. (1998) Review of I. F. Goodson and C. J. Marsh, Studying School Subjects: A Guide (London: Falmer, 1996), 30 (5), 593-595.

RAISSIGUIER, C. (1998) Review of A. L. Davidson, Making and Molding Identity in Schools: Student Narratives on Race, Gender, and Academic Engagement (Albany, NY: SUNY Press, 1996), 30 (5), 595-598.

ROUSMANIERE, K. (1998) Review of D. Copelman, London's Women Teachers: Gender, Class, and Feminism, 1870-1930 (New York: Routledge, 1996), 30 (5), 598-601.

WATSON, C. R. (1998) Review of P. Theobald, Teaching the Commons: Place, Pride, and the Renewal of Community (Boulder, CO: Westview, 1997), 30 (5), 601-603.

SIMMS, E.-M. (1998) Review of F. Marton and S. Booth, Learning and Awareness (Mahwah, NJ: Erlbaum, 1997), 30 (5), 603-606.

HAWTHORNE, R. D. (1998) Review of C. J. Lucas, Teacher Education in America: Reform Agendas for the Twenty-First Century (New York: St. Martin's, 1997), 30 (5), 607-610.



JCS, 30 (6), November-December 1998



Op-ed

CARLGREN, I. (1998) Where did blackboard writing go?, 30 (6), 613-617.



General article

KEEDY, J. L., FLEMING, T. G., WHEAT, D. L. and GENTRY, R. B. (1998) Students as meaning-makers and the quest for the common school: a micro-ethnography of a US history classroom, 30 (6), 619-645.



The OECD study of innovations in science, mathematics and technology education

ATKIN, J. M. (1998) The OECD [Organization for Economic Co-operation and Development] study of innovations in science, mathematics and technology education, 30 (6), 647-660.

RIQUARTS, K. and HANSEN, K.-H. (1998) Collaboration among teachers, researchers and in-service trainers to develop an integrated science curriculum, 30 (6), 661-676.

EIJKELHOF, H., FRANSSEN, H. and HOUTVEEN, T. (1998) The changing relation between science and technology in Dutch secondary education, 30 (6), 677-690.

ROBERTSON, C. L., COWELL, B. and OLSON, J. (1998) A case study of integration and destreaming: teachers and students in an Ontario secondary school respond, 30 (6), 691-717.

SÁEZ, M. J. and CARRETERO, A. (1998) Innovations in the Spanish science curriculum: a view of a systematic reform, 30 (6), 719-738.



JOURNAL OF CURRICULUM STUDIES: VOLUME 31: 1999

JCS, 31 (1), January-February 1999



Op-ed

SOLOMON, J. (1999) Meta-scientific criticisms, curriculum innovation and the propagation of scientific culture, 31 (1), 1-15.



General articles

DONNELLY, J. (1999) Interpreting differences: the educational aims of teachers of science and history, and their implications, 31 (1), 17-41.

CARLGREN, I. (1999) Professionalism and teachers as designers, 31 (1), 43-56.

JANSEN, J. D. (1999) The school curriculum since apartheid: intersections of politics and policy in the South African transition, 31 (1), 57-67.

OLSON, J., JAMES, E. and LANG, M. (1999) Changing the subject: the challenge of innovation to teacher professionalism in OECD [Organization for Economic Co-operation and Development] countries, 31 (1), 69-82.

BROOKER, R. and MACDONALD, D. (1999) Did we hear you?: issues of student voice in a curriculum innovation, 31 (1), 83-97.



Essay review

KNOWLES, J. G. (1999) Preservice teachers' professional development: researching the first years of teaching. Review of J. Calderhead and S. B. Shorrock, Understanding Teacher Education: Case Studies in the Professional Development of Beginning Teachers (London: Falmer, 1997), 31 (1), 99-105.



Reviews

MILLER, J. L. (1999) Review of S. H. Edgerton, Translating the Curriculum: Multiculturalism into Cultural Studies (New York: Routledge, 1996), 31 (1), 107-110.

CRUIKSHANK, K. (1999) Review of J. Herbst, The Once and Future School: Three Hundred and Fifty Years of American Secondary Education (London: Routledge, 1996), 31 (1), 110-113.

HANSÉN, S.-E. and EKLUND-MYRSKOG, G. (1999) Review of C. J. Marsh, Perspectives: Key Concepts for Understanding Curriculum, Vol. 1 (London: Falmer, 1997) and C. J. Marsh, Planning, Management and Ideology: Key Concepts for Understanding Curriculum, Vol. 2 (London: Falmer, 1997), 31 (1), 113-117.

GRANGER, D. (1999) Review of J. Garrison, Dewey and Eros: Wisdom and Desire in the Art of Teaching (New York: Teachers College Press, 1997), 31 (1), 117-120.

GIARELLI, J. M. (1999) Review of D. J. Blacker, Dying to Teach: The Educator's Search for Immortality (New York: Teachers College Press, 1997), 31 (1), 120-123. [See 31 (3), 373.]

OLMEDO, I. M. (1999) Review of O. B. Miramontes, A. Nadeau and N. L. Cummins, Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs (New York: Teachers College Press, 1997), 31 (1), 123-126.

Acknowledgement, 31 (1), 127-129.



JCS, 31 (2), March-April 1999



Op-ed

BARROW, R. (1999) The higher nonsense: some persistent errors in educational thinking, 31 (2), 131-142.



General articles

SPILLANE, J. P. (1999) External reform initiatives and teachers' efforts to reconstruct their practice: the mediating role of teachers' zones of enactment, 31 (2), 143-175.

PRATT, D. (1999) Lessons for implementation from the world's most successful programme: the global eradication of smallpox, 31 (2), 177-194.

TERWEL, J. (1999) Constructivism and its implications for curriculum theory and practice, 31 (2), 195-199.

ROELOFS, E. and TERWEL, J (1999) Constructivism and authentic pedagogy: state of the art and recent development in the Dutch national curriculum in secondary education, 31 (2), 201-227.

VAN OERS, B. and WARDEKKER, W. (1999) On becoming an authentic learner: semiotic activity in the early grades, 31 (2), 229-249.



Reviews

HUTCHINSON, N. (1999) Review of V. C. Pletsch, Not Wanted in the Classroom: Parent Associations and the Education of Trainable Retarded Children in Ontario, 1947-1969 (London, ON: Althouse Press, 1997), 31 (2), 251-253.

NEUFELD, J. (1999) Review of B. Levin and J. A. Riffel, Schools and the Changing World: Struggling Toward the Future (London: Falmer, 1997), 31 (2), 253-255.



JCS, 31 (3), May-June 1999



Op-ed

EGAN, K. (1999) Education's three old ideas, and a better idea, 31 (3), 257-267.



General articles

BAILIN, S., CASE, R., COOMBS, J. R. and DANIELS, L. B. (1999) Common misconceptions of critical thinking, 31 (3), 269-283.

BAILIN, S., CASE, R., COOMBS, J. R. and DANIELS, L. B. (1999) Conceptualizing critical thinking, 31 (3), 285-302.

WAKS, L. J. (1999) Reflective practice in the design studio and teacher education, 31 (3), 303-316.

SEIXAS, P. (1999) Beyond 'content' and 'pedagogy': in search of a way to talk about history education, 31 (3), 317-337.

FOUNTAIN, R.-M. (1999) Socio-scientific issues via actor network theory, 31 (3), 339-358.



Reviews

NAVAL, C. and BERNAL, A. (1999) Review of E. Callan, Creating Citizens: Political Education and Liberal Democracy (Oxford: Clarendon Press, 1997), 31 (3), 359-361.

STANLEY, J. (1999) Review of S. Tweddle, A. Adams, S. Clarke, S. Walton and P. Scrimshaw, English for Tomorrow (Buckingham, UK: Open University Press, 1997), 31 (3), 362-365.

HELLISON, D. R. (1999) Review of P. J. Arnold, Sport, Ethics, and Education (London: Cassell, 1997), 31 (3) 365-367.

FILKINS, K. M. (1999) Review of D. W. Blades, Procedures of Power and Curriculum Change: Foucault and the Quest for Possibilities in Science Education (New York: Peter Lang, 1997), 31 (3) 367-371.



JCS, 31 (4), July-August 1999



Op-ed

SCHRAG, F. (1999) Why Foucault now?, 31 (4), 375-383.



General articles

REID, W. A. (1999) The voice of 'the Practical': Schwab as correspondent, 31 (4), 385-397.

SCHÜMER, G. (1999) Mathematics education in Japan, 31 (4), 399-427.

LINNÉ, A. (1999) Morality, the child, or science? A study of tradition and change in the education of elementary school teachers in Sweden, 31 (4), 429-447.

STABLES, A., MORGAN, C. and JONES, S. (1999) Educating for significant events: the application of Harré's social reality matrix across the lower secondary-school curriculum, 31 (4), 449-461.



Essay review

HOSTETLER, K. (1999) Conversation is not the answer: moral education as hermeneutical understanding. Review of R. J. Nash, Answering the 'Virtuecrats': A Moral Conversation on Character Education (New York: Teachers College Press, 1997), 31 (4), 463-478.



Reviews

GROSCH, P. (1999) Review of R. Pring and G. Walford (eds), Affirming the Comprehensive Ideal (London: Falmer, 1997), 31 (4), 479-485.

PAGE, R. N. (1999) Review of J. Nespor, Tangled Up in School: Politics, Space, Bodies, and Signs in the Educational Process (Mahwah, NJ: Erlbaum, 1997), 31 (4), 485-489.

CHISHOLM, L. (1999) Review of T. J. Scrase (ed.), Social Justice and Third World Education (New York: Garland), 31 (4), 489-491.

KANSANEN, P. (1999) Review of K. Hapgood and H. Fennes, Intercultural Learning in the Classroom (London: Cassell, 1997), 31 (4), 492-494.

HENDERSON, J. (1999) Review of J. A. Beane, Curriculum Integration: Designing the Core of Democratic Education (New York: Teachers College Press, 1997), 31 (4), 494-497.

KNIGHT, S. (1999) Review of R. C. White, Curriculum Innovation: A Celebration of Classroom Practice (Buckingham, UK: Open University Press, 1997), 31 (4), 497-499.



JCS, 31 (5), September-October 1999



General articles

ROTH, W.-M. and McROBBIE, C. (1999) Lifeworlds and the 'w/ri(gh)ting' of classroom research, 31 (5), 501-522.

WRAGA, W. G. (1999) The progressive vision of general education and the American common school ideal: implications for curriculum policy, practice, and theory, 31 (5), 523-544.

REINHOLD, P. (1999) Case studies of teachers' reflective practice within the developmental research project PING [Praxis Integrierter Naturwissenschaftlicher Grundbildung (Practising Basic Science Education)], 31 (5), 545-570.

WU, X., LI, W. and ANDERSON, R. C. (1999) Reading instruction in China, 31 (5), 571-586.



Essay review

DRESSMAN, M. (1999) The white man's burden at le fin de sičcle. Review of J. Willinsky, Learning to Divide the World: Education at Empire's End (Minneapolis, MN: University of Minnesota Press, 1998), 31 (5), 587-600.



Reviews

RUST, F. O. (1999) Review of C. Sugrue, Complexities of Teaching: Child-Centred Perspectives (London: Falmer, 1997), 31 (5), 601-604.

DeSTIGTER, T. (1999) Review of S. Hynds, On the Brink: Negotiating Literacy and Life with Adolescents (New York: Teachers College Press, 1997), 31 (5), 604-609.

CLARK, J. (1999) Review of V. Richardson (ed.), Constructivist Teacher Education: Building New Understandings (London: Falmer, 1997), 31 (5), 609-612.

COLNERUD, G. (1999) Review of I. Nilsson and L. Lundahl (eds), Teachers, Curriculum and Policy: Critical Perspectives in Educational Research (Umeĺ, Sweden: Department of Education, Umeĺ University, 1997), 31 (5), 612-614.

WHALEY, T. R. (1999) Review of S. Middleton, Disciplining Sexuality: Foucault, Life Histories, and Education (New York: Teachers College Press, 1998), 31 (5), 614-617.

WAMBA, N. (1999) Review of J. Anyon, Ghetto Schooling: A Political Economy of Urban Educational Reform (New York: Teachers College Press, 1997), 31 (5), 617-619.

FINDERS, M. (1999) Review of B. E. Blake, She Say, He Say: Urban Girls Write Their Lives (Albany, NY: SUNY Press, 1997), 31 (5), 619-622. [See 31 (6), 745.]



JCS, 31 (6), November-December 1999



Op-ed

NIXON, G. M. (1999) Whatever happened to 'heightened consciousness'?, 31 (6), 625-633.



General articles

DEV, P. and WALKER, D. F (1999) From Virtual Frog to Frog Island: design studies in a development project, 31 (6), 635-659.

MAES, F., VANDENBERGHE, R. and GHESQUIČRE, P. (1999) The imperative of complementarity between the school level and the classroom level in educational innovation, 31 (6), 661-677.

KESSELS, J. and PLOMP, T. (1999) A systematic and relational approach to obtaining curriculum consistency in corporate education, 31 (6), 679-709.

COLDRON, J. and SMITH, R. (1999) Active location in teachers' construction of their personal identities, 31 (6), 711-726.



Reviews

CARBONE, Jr., P. F. (1999) Review of D. J. Simpson and M. J. B. Jackson, Educational Reform: A Deweyan Perspective (New York: Garland, 1997), 31 (6), 727-730.

REID, W. A. (1999) Review of M. Bloomer, Curriculum Making in Post-16 Education: The Social Conditions of Studentship (London: Routledge, 1997), 31 (6) 730-732.

MISGELD, D. (1999) Review of C. A. Torres and A. Puiggros (eds), Latin American Education: Comparative Perspectives (Boulder, CO: Westview, 1997), 31 (6), 732-735.

TOMMET, T. (1999) Review of P. D. Hurd, Inventing Science Education for the New Millennium (New York: Teachers College Press, 1997), 31 (6), 736-739.

COVALESKIE, J. F. (1999) Review of H. Varenne and R. McDermott, Successful Failure: The School America Builds (Boulder, CO: Westview, 1998), 31 (6), 739-741.

GÖTZ, I. L. (1999) Review of P. J. Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life (San Francisco: Jossey-Bass, 1998), 31 (6), 742-744.

 

JOURNAL OF CURRICULUM STUDIES: VOLUME 32: 2000

JCS, 32 (1), January-February 2000



Op-ed

OLSON, J (2000) Trojan horse or teacher's pet? computers and the culture of the school, 32 (1), 1-8.

WITZ, K. G. (2000) The 'academic problem', 32 (1), 9-23.



General articles

NESPOR, J. (2000) School field trips and the curriculum of public spaces, 32 (1), 25-43.

LYLE, S. (2000) Narrative understanding: developing a theoretical context for understanding how children make meaning in classroom settings, 32 (1), 45-63.

LEVERING, B. (2000) Disappointment in teacher-student relationships, 32 (1), 65-74.

WOOD, K. (2000) The experience of learning to teach: changing student teachers' ways of understanding teaching, 32 (1), 75-93.

LEE, J. C.-K. (2000) Teacher receptivity to curriculum change in the implementation stage: the case of environmental education in Hong Kong, 32 (1), 95-115.



Reviews

ALVAREZ, P., GROEN, M., PAGE, R. and SHOUP, J. (2000) Review of H. M. Kliebard, Schooled to Work: Vocationalism and the American Curriculum, 1876-1946 (New York: Teachers College Press, 1999), 32 (1), 117-121.

LESKO, N. (2000) Review of A. Proweller, Constructing Female Identities: Meaning Making in an Upper Middle Class Youth Culture (Albany, NY: SUNY Press, 1998), 32 (1), 121-124.

BIESTA, G. (2000) Review of S. Parker, Reflective Teaching in the Postmodern World: A Manifesto for Education in Postmodernity (Buckingham, UK: Open University Press, 1997), 32 (1), 124-128.

HARRY, V. (2000) Review of A. C. Barton, Feminist Science Education (New York: Teachers College Press, 1998), 32 (1), 128-130.

EMBERLEY, A. (2000) Review of E. Ellsworth, Teaching Positions: Difference, Pedagogy, and the Power of Address (New York: Teachers College Press, 1997), 32 (1), 131-134.

Acknowledgement, 32 (1), 135-138.

Announcement, A Special Issue to Mark the Millennium, 32 (1), 139.



JCS, 32 (2), March-April 2000

A Special Issue to Mark the Millennium

Guest Editor: Hugh Sockett



SOCKETT, H. (2000) Editorial, 32 (2), 141.



Retrospect

PARIS, D. C. and KIMBALL, B. A. (2000) Liberal education: an overlapping pragmatic consensus, 32 (2), 143-158.

CLARKE, M. M., MADAUS, G. F., HORN, C. L. and RAMOS, M. A. (2000) Retrospective on educational testing and assessment in the 20th century, 32 (2), 159-181.

GRUMET, M. and STONE, L. (2000) Feminism and curriculum: getting our act together, 32 (2), 183-197.

SEARS, J. T. and MARSHALL, J. D., Generational influences on contemporary curriculum thought, 32 (2), 199-214.

CHUNG, S. and WALSH, D. J. (2000) Unpacking child-centredness: a history of meanings, 32 (2), 215-234.

SELDEN, S. (2000) Eugenics and the social construction of merit, race and disability, 32 (2), 235-252.

MILLER, J. L. (2000) What's left in the field . . . a curriculum memoir, 32 (2), 253-266.



Prospect

GREENE, M. (2000) Imagining futures: the public school and possibility, 32 (2), 267-280.

DEDE, C. (2000) Emerging influences of technology on school curriculum, 32 (2), 281-303.

ENGLUND, T. (2000) Rethinking democracy and education: towards an education of deliberative citizens, 32 (2), 305-313.

VAN MANEN, M. (2000) Moral language and pedagogical experience, 32 (2), 315-327.

GOUGH, N. (2000) Locating curriculum studies in the global village, 32 (2), 329-342.

EISNER, E. W. (2000) Those who ignore the past...: 12 'easy' lessons for the next millennium, 32 (2), 343-357.



JCS, 32 (3), May-June 2000



Op-ed

DE CASTELL, S. (2000) Literacies, technologies and the future of the library in the 'information age', 32 (3), 359-376.



General articles

KAPLAN, A. (2000) Teacher and student: designing a democratic relationship, 32 (3), 377-402.

RUDOLPH, J. L. (2000) Reconsidering the 'nature of science' as a curriculum component, 32 (3), 403-419.

ELEN, J. and LOWYCK, J. (2000) Instructional metacognitive knowledge: a qualitative study on conceptions of freshmen about instruction, 32 (3), 421-444.



Essay reviews

MILBURN, G. (2000) Understanding curriculum. Review of W. F. Pinar, W. M. Reynolds, P. Slattery and P. M. Taubman (eds), Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Discourses (New York: Peter Lang, 1995), 32 (3), 445-452.

HYTTEN, K. (2000) The resurgence of Dewey: are his educational ideas still relevant? Review of H. K. Cuffaro, Experimenting with the World: John Dewey and the Early Childhood Classroom (New York: Teachers College Press, 1995), S. M. Fishman and L. McCarthy, John Dewey and the Challenge of Classroom Practice (New York Teachers College Press, 1998) and L. N. Tanner, Dewey's Laboratory School: Lessons for Today (New York: Teachers College Press, 1997), 32 (3), 453-466.

ALEXANDER, T. (2000) Eros and art: the lessons of Dewey's aesthetics. Review of J. Garrison, Dewey and Eros: Wisdom and Desire in the Art of Teaching (New York: Teachers College Press, 1997) and P. W. Jackson, John Dewey and the Lessons of Art (New Haven, CT: Yale University Press, 1998), 32 (3), 467-481.



JCS, 32 (4), July-August 2000



Op-ed



AHONEN, S. (2000) What happens to the common school in the market?, 32 (4), 483-493.



General articles

HINCHMAN, K. A. and OYLER, C. (2000) Us and them: finding irony in our teaching methods, 32 (4), 495-508.

KIRKWOOD, M. (2000) Infusing higher-order thinking and learning to learn into content instruction: a case study of secondary computing studies in Scotland, 32 (4), 509-535.

DUSSEL, I., TIRAMONTI, G. and BIRGIN, A. (2000) Towards a new cartography of curriculum reform: reflections on educational decentralization in Argentina, 32 (4), 537-559.

DREWE, S. B. (2000) The logical connection between moral education and physical education, 32 (4), 561-573.

NICHOLSON, D. W. (2000) Layers of experience: forms of representation in a Waldorf school classroom, 32 (4), 575-587.



Essay review

WAKS, L. J. (2000) Reid's theory of curriculum as institutionalized practice. Review of W. A. Reid, Curriculum as Institution and Practice: Essays in the Deliberative Tradition (Mahwah, NJ: Erlbaum, 1999), 32 (4), 589-598.



JCS, 32 (5), September-October 2000



Op-ed

ROSENMUND, M. (2000) Approaches to international comparative research on curricula and curriculum-making processes, 32 (5), 599-606.

STEWART, D. (2000) National testing in mathematics: one province's predicament, 32 (5), 607-621.



General articles

BARNES, M., CLARKE, D. and STEPHENS, M. (2000) Assessment: the engine of systemic curricular reform?, 32 (5), 623-650.

VALVERDE, G. A. and SCHMIDT, W. H. (2000) Greater expectations: learning from other nations in the quest for 'world-class standards' in US school mathematics and science, 32 (5), 651-687.

GAMBELL, T. and HUNTER, D. (2000) Surveying gender differences in Canadian school literacy, 32 (5), 689-719.

VOMAN, M. and TEN DAM, G. (2000) Qualities of instructional-learning episodes in different domains: the subjects Care and Technology, 32 (5), 721-741.



JCS, 32 (6), November-December 2000



Op-ed

CONNELLY, F. M. (2000) Life in the foothills of curriculum, 32 (6), 743-748.

McNAY, M. (2000) The conservative political agenda in curriculum: Ontario's recent experience in science education, 32 (6), 749-756.



General articles

ROTH, W.-M. and HARAMA, H. (2000) (Standard) English as second language: tribulations of self, 32 (6), 757-775.

GRAVEMEIJER, K. and TERWEL, J. (2000) Hans Freudenthal: a mathematician on didactics and curriculum theory, 32 (6), 777-796.

BARTON, A. C. (2000) Crafting multicultural science education with preservice teachers through service-learning, 32 (6), 797-820.

DAVIS, B. and SUMARA, D. J. (2000) Curriculum forms: on the assumed shapes of knowing and knowledge, 32 (6), 821-845.

BENCZE, J. L. (2000) Democratic constructivist science education: enabling literacy and self-actualization, 32 (6), 847-865.



Reviews

HOPMANN, S. (2000) Review of J. W. Stigler and J. Hiebert, The Teaching Gap: Best Ideas from the World's Teachers for Improving Education (New York: Free Press, 1999), 32 (6), 867-874.

ALEXANDER, H. (2000) Review of R. J. Nash, Faith, Hype, and Clarity: Teaching About Religion in American Schools and Colleges (New York: Teachers College Press, 1999), 32 (6), 874-878.

DILLON, J. T. (2000) Review of N. C. Burbules, Dialogue in Teaching: Theory and Practice (New York: Teachers College Press, 1993), 32 (6), 878-880.

Acknowledgements, 32 (6), 883-886.

JOURNAL OF CURRICULUM STUDIES: VOLUME 33: 2001

JCS, 33 (1), January-February 2001

General articles

DRAKE, C., SPILLANE, J. P. and HUFFERD-ACKLES, K. (2001) Storied identities: teacher learning and subject-matter context, 33 (1), 1-23.

PEACOCK, A. (2001) The potential impact of the ?Literacy Hour? on the teaching of science from text material, 33 (1), 25-42.

PRICE, J. N. (2001) Action research, pedagogy and change: the transformative potential of action research in pre-service teacher education, 33 (1), 43-74.

WESTERA, W. (2001) Competences in education: a confusion of tongues, 33 (1), 75-88.

PAQUETTE, J. (2001) Cross-purposes and crossed wires in education policy-making on equity: the Ontario experiences, 1990-1995, 33 (1), 89-112.

QUICKE, J. (2001) The science curriculum and education for democracy in the risk society, 33 (1), 113-127.

JCS, 33 (2), March-April 2001

General articles

LINNÉ, A. (2001) The lesson as a pedagogic text: a case study of lesson designs, 33 (2), 129-156.

BAKER, B. (2001) Moving on (part 1): the physics of power and curriculum history, 33 (2), 157-177.

AHONEN, S. (2001) Politics of identity through curriculum history: narratives of the past for social exclusion--or inclusion?, 33 (2), 179-194.

WITZ, K. G., GOODWIN, D. R., HART, R. S. and THOMAS, H. S. (2001) An essentialist methodology in education-related research using in-depth inerviews, 33 (2), 195-227.

Essay reviews

BOOSTROM, R. (2001) Whither textbooks? Review of M. J. Chambliss and R. C. Calfee, Textbooks for Learning: Nurturing Children's Minds (Malden, MA/ Oxford, UK: Blackwell Publishers, 1998) and J. A. Laspina, The Visual Turn and the Transformation of the Textbook (Mahwah, NJ: Erlbaum, 1998), 33 (2), 229-245.

TÉLLEZ, K. (2001) 'The Big Men': a journalist's look at the Scholastic Aptitude Test. Review of N. Lemann, The Big Test: The Secret History of American Meritocracy (New York: Farrar, Straus and Giroux, 1999), 33 (2), 247-260.

JCS, 33 (3), May-June 2001

Op-ed

MENCK, P. (2001) The formation of conscience: a lost topic of Didaktik, 33 (3), 261-275.

Articles

BAKER, B. (2001) Moving on (part 2): power and the child in curriculum history, 33 (3), 277-302.

OLIVER, K. L. and LALIK, R. (2001) The body as curriculum: learning with adolescent girls, 33 (3), 303-333.

SINGH, P. and DOOLEY, K. (2001) Accounting for educational equality: the cultural politics of Samoan paraprofessionals? representations of pedagogy in state-designated disadvantaged schools and communities in Australia, 33 (3), 335-362.

Essay review

SCHRAG, F. (2001) A case for conservatism?, 33 (3), 363-369.

Reviews

MOJE, E. B. (2001) Review of D. A. Yon, Elusive Culture: Schooling, Race, and Identity in Global Times (Albany, NY: State University of New York Press, 2000), 33 (3), 371-375.

SULLIVAN, G. (2001) Review of C. M. Dorn, Mind in Art: Cognitive Foundations in Art Education (Mahwah, NY: Erlbaum, 1999), 33 (3), 375-378.

WITZ, K. (2001) Review of A. Thatcher (ed.), Spirituality and the Curriculum, Theology in Dialogue Series (London: Cassell, 1999), 33 (3), 378-382.

ABD-EL-KHALICK, F. (2001) Review of P. D. Hurd, Transforming Middle School Science Education (New York: Teachers College Press, 2000), 33 (3), 382-386.

JCS, 33 (4), July-August 2001

Op-ed

DEWEY, J. (2001) The educational situation: as concerns the elementary school, 33 (4), 387-403.

Articles

RADINSKY, J., BOUILLION, L., LENTO, E. M. and GOMEZ, L. M. (2001) Mutual benefit partnership: a curricular design for authenticity, 33 (4), 405-430.

TODD, S. (2001) 'Bringing more than I contain': ethics, curriculum and the pedagogical demand for altered egos, 33 (4), 431-450.

NEVES, I. P. and MORAIS, A. M. (2001) Teacher's 'space of change' in educational reforms: a model or analysis applied to a recent reform in Portugal, 33 (4), 451-476.

MAYES, C. (2001) A transpersonal model for teacher reflectivity, 33 (4), 477-493.

Reviews

HLEBOWITSH, P. S. (2001) Review of B. M. Franklin (ed.), Curriculum and Consequence: Hebert M. Kliebard and the Promise of Schooling (New York: Teachers College Press, 2000), 33 (4), 495-498.

McCARTHEY, S. J. (2001) Review of A. Göncü (ed.), Children?s Engagement in the World: Sociocultural Perspectives (Cambridge: Cambridge University Press, 1999), 33 (4), 498-502.

McMAHON, S. (2001) Review of C. D. Lee and P. Smagorinsky (eds), Vygotskian Perspectives on Literacy Research: Constructing Meaning Through Collaborative Inquiry (Cambridge: Cambridge University Press, 2000), 33 (4), 502-505.

PRUYN, M. (2001) Review of V. Purcell-Gates and R. Waterman, Now We Read, We See, We Speak: Portrait of Literacy Development in an Adult Freirean-based Class (Mahwah, NJ: Erlbaum, 2000), 33 (4), 505-510.

JCS, 33 (5), September-October 2001

Op-ed

OSBORNE, M. D. and BRADY, D. J. (2001) Constructing a space for developing a rich understanding of science through play, 33 (5), 511-524.

Articles

PAGE, R. N. (2001) Common sense: a form of teacher knowledge, 33 (5), 525-533.

AUSTIN, H. and FREEBODY, P. (2001) Assembling and assessing the 'child-student': the 'child' as a criterion of assessment, 33 (5), 535-550.

KIRK, D. and MACDONALD, D. (2001) Teacher voice and ownership of curriculum change, 33 (5), 551-567.

RASMUSSEN, J. (2001) The importance of communication in teaching: a systems-theory approach to the scaffolding metaphor, 33 (5), 569-582.

APPELBAUM, P. and CLARK, S. (2001) Science! Fun? A critical analysis of design/content/evaluation, 33 (5), 583-600.

GALE, T. and DENSMORE, K. (2001) Questions of (re)production and legitimation: a second screening of three films on teacher-student relations, 33 (5), 601-619.

Essay review

FECHO, B. (2001) Toward literacies of engagement: the politics of compliance and school choice. Review of P. J. Finn, Literacy with an Attitude: Educating Working-Class Children in their Own Self-Interest (Albany, NY: State University of New York Press, 1999) and M. Knobel, Everyday Literacies: Students, Discourse, and Social Practice (New York: Peter Lang, 1999), 621-630.

JCS, 33 (6), November-December 2001

Special Issue: The 'Manner in Teaching Project'

'Manner' in teaching

RICHARDSON, V. and FENSTERMACHER, G. D (2001) Manner in teaching: the study in four parts, 33 (6), 631-637.

FENSTERMACHER, G. D (2001) On the concept of manner and its visibility in teaching practice, 33 (6), 639-653.

CHOW-HOY, T. (2001) An inquiry into school context and the teaching of the virtues, 33 (6), 655-682.

SANGER, M. G. (2001) Talking to teachers and looking at practice in understanding the moral dimensions of teaching, 33 (6), 683-704.

RICHARDSON, V. and FALLONA, C. (2001) Classroom management as method and manner, 33 (6), 705-728.

HANSEN, D. T. (2001) Reflections on the Manner in Teaching Project, 33 (6), 729-735.

Essay review

AHONEN, S. (2001) The past, history, and education. Review of P. N. Stearns, P. Seixas and S. Wineburg (eds), Knowing, Teaching, and Learning History: National and International Perspectives (New York: New York University Press, 2000), 33 (6), 737-751.

Acknowledgements, 33 (6), 753-756.

JOURNAL OF CURRICULUM STUDIES: VOLUME 34: 2002

JCS, 34 (1), January-February 2002

Articles

ROTH, W.-M. (2002) Reading graphs: contributions to an integrative conception of literacy, 34 (1), 1-24.

COULTER, D. (2002) Creating common and uncommon worlds: using discourse ethics to decide public and private in classrooms, 34 (1), 25-42.

HUDSON, B. (2002) Holding complexity and searching for meaning: teaching as reflective practice, 34 (1), 43-57.

HOHR, H. (2002) Does beauty matter in education?: Friedrich Schiller’s neo-humanistic approach, 34 (1), 59-75.

HULSHOF, H. and VERLOOP, N. (2002) The use of analogies in language teaching: representing the content of teachers’ practical knowledge, 34 (1), 77-90.

VERHOEVEN, P. and VERLOOP, N. (2002) Identifying changes in teaching practice: innovative curricular objectives in classical languages and the taught curriculum, 34 (1), 91-102.

Essay reviews

McENEANEY, E. H. (2002) Power and the knowledge produced by educationists. Review of T. S. Popkewitz (ed.), Educational Knowledge: Changing the Relationships between the State, Civil Society, and the Educational Community (Albany, NY: State University of New York Press, 2000), 34 (1), 103-115.

VÁSQUEZ-LEVY, D. (2002) Bildung-centred Didaktik: a framework for examining the educational potential of subject matter. Review of I. Westbury, S. Hopmann and K. Riquarts (eds), Teaching as Reflective Practice: The German Didaktik Tradition (Mahwah, NJ: Erlbaum, 2000) and P. Menck, Looking into Classrooms: Papers on Didactics (Stamford, CT: Ablex, 2000).

JCS, 34 (2), March-April, 2002

Op-ed

OLSON, J. (2002) Systemic change/teacher tradition: legends of reform continue, 34 (2), 129-137.

SHORT, E. C. (2002) Knowledge and the educative functions of a university: designing the curriculum of higher education, 34 (2), 139-148.

Articles

ENNIS, C. D. and McCAULEY, M. T. (2002) Creating urban classroom communities worthy of trust, 34 (2), 149-172.

HOODLESS, P. A. (2002) An investigation into children’s development of time and chronology in story, 34 (2), 173-200.

VALLI, L. and RENNERT-ARIEV, P. (2002) New standards and assessments? Curriculum transformation in teacher education, 34 (2), 201-225.

Essay Review

ELBAZ-LUWISCH, F. (2002) Voice, subjectivity and relation. Review of E. O’Sullivan, Transformative Learning: Educational Vision for the 21st Century (London: Zed Books/New York: St Martin’s Press, 1999), 34 (2), 227-234.

Reviews

KORTH, B. (2002) Review of D. J. Clandinin and F. M. Connelly, Narrative Inquiry: Experience and Story in Qualitative Research (San Francisco, CA: Jossey-Bass, 2000), 34 (2), 235-239.

TYMMS, P. (2002) Review of C. Teddlie and D. Reynolds (eds), The International Handbook of School Effectiveness Research (London: Falmer, 2000), 34 (2), 239-243.

ZEMBYLAS, M. (2002) Review of T. Barone, Touching Eternity: The Enduring Outcomes of Teaching (New York: Teachers College Press, 2001), 34 (2), 244-247.

BAILEY, T. (2002) Review of Z. Griliches, R&D, Education, and Productivity: A Retrospective (Cambridge, MA: Harvard University Press, 2000), 34 (2), 247-250.

TÉLLEZ, K. (2002) Review of L. N. Tanner, Dewey’s Laboratory School: Lessons for Today (New York: Teachers College Press, 1997), 34 (2), 250-252.

JCS, 34 (3), May-June 2002

Op-ed

KOH, A. (2002) Towards a critical pedagogy: creating ‘thinking schools’ in Singapore, 34 (3), 255-264.

Articles

PHILLION, J. (2002) Narrative multiculturalism, 34 (3), 265-279.

PHILLION, J. (2002) Classroom stories of multicultural teaching and learning, 34 (3), 281-300.

HE, M. F. (2002) A narrative inquiry of cross-cultural lives: lives in China, 34 (3), 301-321.

HE, M. F. (2002) A narrative inquiry of cross-cultural lives: lives in Canada, 34 (3), 323-342.

SÁEZ, M. J. and CARRETERO, A. J. (2002) The challenge of innovation: the new subject ‘natural sciences’ in Spain, 34 (3), 343-363.

Reviews

TERHART, E. (2002) Review of R. Griffith, National Curriculum--National Disaster? Education and Citizenship (London: Routledge/Falmer, 2000) and D. Coulby, Beyond the National Curriculum: Curricular Centralism and Cultural Diversity in Europe and the USA (London: Routledge/Falmer, 2000), 34 (3), 365-368. [See 34 (5), 621.]

KING, W. K. (2002) Review of M. D. Osborne, Examining Science Teaching in Elementary School from the Perspective of a Teacher and Learner (New York: Falmer, 1999), 34 (3), 369-374.

JIMENÉZ, R. T. (2002) Review of B. A. U. Levinson, We Are All Equal: Student Culture and Identity at a Mexican Secondary School, 1988-1998 (Durham, NC: Duke University Press, 2001), 34 (3), 374-378.

SMITH, D. (2002) Review of D. T. Hansen, Exploring the Moral Heart of Teaching: Toward a Teacher’s Creed (New York: Teachers College Press, 2001), 34 (3), 378-381.

JCS, 34 (4), July-August 2002

Articles

RHEDDING-JONES, J. (2002) English elsewhere: glocalization, assessment and ethics, 34 (4), 383-404.

BROOKES, A. (2002) Lost in the Australian bush: outdoor education as curriculum, 34 (4), 405-425.

CONLE, C. and SAKAMOTO, M. (2002) ‘Is-when’ stories: practical repertoires and theories about the practical, 34 (4), 427-449.

ORLAND-BARAK, L. (2002) What’s in a case?: what mentors’ cases reveal about the practice of mentoring, 34 (4), 451-468.

Essay reviews

WEXLER, P. (2002) Chaos and cosmos: educational discourse and social change. Review of M. Packer, Changing Classes: School Reform and the New Economy (Cambridge: Cambridge University Press, 2001) and E. O’Sullivan, Transformative Learning: Educational Vision for the 21st Century (London: Zed Books, 1999), 34 (4), 469-479.

SNOW, J. and MARSHALL, J. D. (2002) The more things change...: re-discovering stubbornness and persistence in school-university collaborations. Review of M. Johnston, P. Brosnan, D. Cramer and T. Dove (eds), Collaborative Reform and Other Improbable Dreams: The Challenges of Professional Development Schools (Albany, NY: State University of New York Press, 2000), 34 (4) 481-494.

Reviews

CAMPBELL, C. (2002) Review of C. Cornbleth (ed.), Curriculum Politics, Policy, Practice: Cases in Comparative Context (Albany, NY: State University of New York Press, 2000), 34 (4) 495-499.

EGAN, K. (2002) Review of C. Cullingford, The Human Experience: The Early Years (Aldershot, UK: Ashgate, 1999), 34 (4), 500-501.

PRIOR, P. (2002) Review of M. Morris, M. A. Doll and W. F. Pinar (eds), How We Work: Studies in the Postmodern Theory of Education, Vol 90 (New York: Peter Lang, 1999), 34 (4) 501-505.

RENSHAW, P. D. (2002) Review of B. Davis, D. Sumara and R. Luce-Kepler, Engaging Minds: Learning and Teaching in a Complex World (Mahwah, NJ: Erlbaum, 2000), 34 (4), 505-508.

BEKERMAN, Z. (2002) Review of R. I. Simon, S. Rosenberg and C. Eppert (eds), Between Hope and Despair: Pedagogy and the Representation of Historical Trauma (Lanham, MD: Rowan & Littlefield, 2000), 34 (4), 508-511.

JCS, 34 (5), September-October 2002

Articles

HE, M. F. (2002) A narrative inquiry of cross-cultural lives: lives in the North American academy, 34 (5), 513-533.

PHILLION, J. (2002) Becoming a narrative inquirer in a multicultural landscape, 34 (5), 535-556.

NINNES, P. (2002) Discursive space(s) in science curriculum materials in Canada, Australia and Aotearoa/New Zealand, 34 (5), 557-570.

MORRIS, M. (2002) Ecological consciousness and curriculum, 34 (5), 571-587.

Essay review

EMPSON, S. B. (2002) Is teaching mathematics for understanding sufficient? Review of D. Chazan, Beyond Formulas in Mathematics and Teaching: Dynamics of the High School Algebra Classroom (New York: Teachers College Press, 2000), D. B. Martin, Mathematics Success and Failure Among African-American Youth: the Roles of Sociohistorical Context, Community Forces, School Influence, and Individual Agency (Mahwah, NJ: Erlbaum, 2000) and M. K. Stein, M. S. Smith, M. A. Henningsen and E. A. Silver, Implementing Standards-Based Mathematics Instruction: A Casebook for Professional Development (New York: Teachers College Press, 2000), 34 (5), 589-602.

Reviews

FINDERS, M. (2002) Review of N. Lesko, Act Your Age! A Cultural Construction of Adolescence (New York: RoutlegeFalmer, 2001), 34 (5), 603-606.

CRUMP, S. and TE RIELE, K. (2002) Review of K. Greeley, ‘Why Fly That Way?’: Linking Community and Academic Achievement (New York: Teachers College Press, 2000), 34 (5), 606-610.

REID, W. A. (2002) Review of A. Ross, Curriculum: Construction and Critique (London: Falmer Press, 2000), 34 (5), 610-613.

WENRICK, M. (2002) Review of R. Borasi and M. G. Siegel, Reading Counts: Expanding the Role of Reading in Mathematics Classrooms (New York: Teachers College Press, 2000), 34 (5), 613-616.

NOURSE, N. (2002) Review of M. Greene, Releasing the Imagination: Essays on Education, the Arts, and Social Change (San Francisco: Jossey-Bass, 1995), 616-620.

Erratum, 34 (5), 621.

JCS, 34 (6), November-December 2002

Op-ed

CHOU, C. and TSAI, C.-C. (2002) Developing web-based curricula: issues and challenges, 34 (6), 623-636.

Articles

RYDER, J. (2002) School science education for citizenship: strategies for teaching about the epistemology of science, 34 (6), 637-658.

SMITH, G. F. (2002) Thinking skills: the question of generality, 34 (6), 659-678.

OELKERS, J. (2002) Rousseau and the image of ‘modern education’, 34 (6), 679-698.

MAYES, C. (2002) The teacher as an archetype of spirit, 34 (6), 699-718.

SCHEPKINA, E. V. (2002) Russian students' understanding of and willingness to achieve ‘success’, 34 (6), 719-723.

Reviews

DAVIS, B. (2002) Review of J. Muller, Reclaiming Knowledge: Social Theory, Curriculum and Education Policy (London: RoutledgeFalmer, 2000), 34 (6), 725-729.

BURBULES, N. C. (2002) Review of C. H. Cherryholmes, Reading Pragmatism (New York: Teachers College Press, 1999), 34 (6), 729-734.

McCARTHEY, S. J. (2002) Review of C. B. Cazden, Classroom Discourse: The Language of Teaching and Learning, 2nd edn (Portsmouth, NH: Heinemann, 2001), 34 (6), 734-737.

YANO, H. (2002) Review of J. N. Hawkins and W. K. Cummings (eds), Transnational Competence: Rethinking the U.S.-Japan Education Relationship (Albany, NY: State University of New York Press, 2000), 34 (6), 738-740.

Acknowledgements, 34 (6), 741-744.

JOURNAL OF CURRICULUM STUDIES: VOLUME 35: 2003

JCS, 35 (1), January-February 2003

Op-ed

SQUIRES, G. (2003) Praxis: a dissenting note, 35 (1), 1-7.

ROTH, W.-M. (2003) Scientific literacy as an emergent feature of collective human praxis, 35 (1), 9-23.

Articles

TERHART, E. (2003) Constructivism and teaching: a new paradigm in general didactics?, 35 (1), 25-44.

KLEIN, P. D. (2003) Rethinking the multiplicity of cognitive resources and curricular representations: alternatives to ‘learning styles’ and ‘multiple intelligences’, 35 (1), 45-81.

PACE, J. L. (2003) Using ambiguity and entertainment to win compliance in a lower-level US History class, 35 (1), 83-110.

HYUN, E. and MARSHALL, J. D. (2003) Teachable-moment oriented curriculum practice in early childhood education, 35 (1), 111-127.

JCS, 35 (2), March-April 2003

Op-ed

DOYLE, W. and CARTER, K. (2003) Narrative and learning to teach: implications for teacher-education curriculum, 35 (2), 129-137.

MACDONALD, D. (2003) Curriculum change and the post-modern world: is the school curriculum-reform movement an anachronism?, 35 (2), 139-149.

Articles

BULLOUGH, JR., R. V. and KRIDEL, C. (2003) Adolescent needs, curriculum and the Eight-Year Study, 35 (2), 151-169.

BENAVOT, A. and RESH, N. (2003) Educational governance, school autonomy, and curriculum implementation: a comparative study of Arab and Jewish schools in Israel, 35 (2), 171-196.

MACNAB, D. S. (2003) Implementing change in mathematics education, 35 (2), 197-216.

Essay reviews

WILSON, S. M. (2003) Realizing our rhetoric: making teaching public. Review of L. Cuban, How Scholars Trumped Teachers: Change Without Reform in University Curriculum, Teaching, and Research, 1890-1990 (New York: Teachers College Press, 1999), 35 (2), 217-229.

ALEXANDER, H. A. (2003) Education as spiritual critique: Dwayne Huebner’s Lure of the Transcendent. Review of D. Huebner, The Lure of the Transcendent: Collected Essays by Dwayne E. Huebner, ed. V. Hillis, coll. & intro. W. F. Pinar (Mahway, NJ: Erlbaum, 1999), 35 (2), 231-245.

ROTH, W.-M. (2003) On science (education), learning, and hegemony. Review of A. C. Barton and M. Osborne (eds), Teaching Science in Diverse Settings: Marginalized Discourses and Classroom Practice, Counterpoints: Studies in the Postmodern Theory of Education, Vol. 150 (New York: Peter lang, 2001), 35 (2), 247-262.

JCS, 35 (3), May-June 2003

Articles

WOLF, C. (2003) The dream of education, 35 (3), 263-280.

COSSENTINO, J. (2003) Curriculum under construction: confronting the challenge of engagement in an era of reform, 35 (3), 281-302.

HUBER, J., WHELAN, K. K. and CLANDININ, D. J. (2003) Children’s narrative identity-making: becoming intentional about negotiating classroom spaces, 35 (3), 303-318.

DERBOLAV, J. (2003) The ‘exemplary’: an attempt to locate the position of learning by example (ed. P. Menck), 35 (3), 319-334.

FENWICK, T. J. (2003) The ‘good’ teacher in a neo-liberal risk society: a Foucaultian analysis of professional growth plans, 35 (3), 335-354.

PIKE, M. A. (2003) The canon in the classroom: students’ experiences of texts from other times, 35 (3), 355-370.

Essay review

FAUST, M. (2003) ‘Getting it right’: pragmatic approaches to reading and teaching English literature. Review of A. Carey-Webb, Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English (Urbana, IL: National Council of Teachers of English, 2001), R. Scholes, The Crafty Reader (New Haven, CT: Yale University Press, 2001) and R. D. Sell, Mediating Criticism: Literary Education Humanized (Amsterdam, The Netherlands: Benjamins, 2001), 35 (3), 371-386.

Reviews

ZEMBYLAS, M. (2003) Review of A. Osler and K. Vincent, Citizenship and the Challenge of Global Education (Stoke on Trent, UK: Trentham, 2002), 35 (3), 387-391.

LODGE, C. (2003) Review of Consortium of Institutions for Development and Research in Education in Europe, Turning the Perspective: New Outlooks for Education, ed. J. Letschert (Enschede, The Netherlands: Netherlands Institute for Curriculum Development, 2001), 35 (3), 391-394.

BLANK, J. (2003) Review of A. Craft, Creativity Across the Primary Curriculum: Framing and Developing Practice (London: Routledge, 2000), 35 (3), 395-399.

BUCKLEY, L. A., CONNOR, J. J., HUNTER, C. D. and WILLIAMS, S. O. (2003) Review of P. C. Murrell, Jr., African-Centered Pedagogy: Developing Schools of Success for African American Children (Albany, NY: State University of New York Press, 2002), 35 (3), 399-403.

MILLER, J. P. (2003) Review of T. Oldenski and D. Carlson (eds), Educational Yearning: The Journey of the Spirit and Democratic Education (New York: Peter Lang, 2002), 35 (3), 403-407.

JCS, 35 (4), July-August 2003

Op-ed

CHAN, E. (2003) Ethnic identity in transition: Chinese New Year through the years, 35 (4), 409-423.

Articles

WRAGA, W. G. and HLEBOWITSH, P. S. (2003) Toward a renaissance in curriculum theory and development in the USA, 35 (4), 425-437.

URBAN, W. J. (2003) Commentary: What makes a renaissance?, 35 (4), 439-444.

REYNOLDS, W. M. (2003) Rejoinder: Debate, nostalgia, and ressentiment, 35 (4), 444-451.

WARGA, W. G. and HLEBOWITSH, P. S. (2003) Commentary: Conversation, collaboration, and community in the US curriculum field, 35 (4), 453-457.

HOPMANN, S. T. (2003) On the evaluation of curriculum reforms, 35 (4), 459-478.

DAVIES, P., ADNETT, N. and TURNBULL, A. (2003) Market forces and diversity: some evidence from the 14-19 curriculum, 35 (4), 479-498.

Essay review

JANG, E. E. and RYAN, K. E. (2003) Bridging gaps among curriculum, teaching and learning, and assessment. Review of E. Kifer, Large-scale Assessment: Dimensions, Dilemmas, and Policy (Thousand Oaks, CA: Corwin Press, 2001), 35 (4), 499-512.

Reviews

BIALOSTOK, S. (2003) Review of J. Willinsky, After Literacy: Essays (New York: Peter Lang, 2001), 35 (4), 513-519.

ROLLING, Jr., J. H. (2003) Review of A. D. Efland, Art and Cognition: Integrating the Visual Arts in the Curriculum (New York: Teachers College Press, and Reston, VA: National Art Education Association, 2002), 35 (4) 519-524.

KENNEDY, K. J. (2003) Review of J. J. Cogan, P. Morris and M. Print, Civic Education in the Asia-Pacific Region: Case Studies Across Six Societies (New York: RoutledgeFalmer, 2002), 35 (4), 524-526.

LEE, H.-J. (2003) Review of S. Green (ed.), New Perspectives on Teaching and Learning Modern Languages (Clevedon, UK: Multilingual Matters, 2000), 35 (4), 527-530.

JCS, 35 (5), September-October 2003

Op-ed

SPILLANE, J. P., DIAMOND, J. B. and JITA, L. (2003) Leading instruction: the distribution of leadership for instruction, 35 (5), 533-543.

Articles

WALLACE, J. and LOUDEN, W. (2003) What we don’t understand about teaching for understanding: questions from science education, 35 (5), 545-566.

ROSS, V. (2003) Walking around the curriculum tree: an analysis of a third/fourth-grade mathematics lesson, 35 (5), 567-584.

OSBORNE, K. (2003) Teaching history in schools: a Canadian debate, 35 (5), 585-626. [See 36 (3), 401.]

CRAIG, C. J. (2003) Characterizing the human experience of reform in an urban middle-school context, 35 (5), 627-648.

JCS, 35 (6), November-December 2003

Op-ed

DE CASTELL, S. and JENSON, J. (2003) Serious play, 35 (6), 649-665.

Articles

LaSPINA, J. A. (2003) Designing diversity: globalization, textbooks, and the story of nations, 35 (6), 667-696.

ESTOLA, E. and ELBAZ-LUWISCH, F. (2003) Teaching bodies at work, 35 (6), 697-719.

WILKINS, J. L. M., GRAHAM, G., PARKER, S., WESTFALL, S., FRASER, R. G. and TEMBO, M. (2003) Time in the arts and physical education and school achievement, 35 (6), 721-734.

Reviews

MORGAN, M. (2003) Review of G. Grant and C. E. Murray, Teaching in America: The Slow Revolution (Cambridge, MA: Harvard University Press, 2002), 35 (6), 735-739.

RUDGE, D. W. (2003) Review of J. L. Rudolph, Scientists in the Classroom: The Cold War Reconstruction of American Science Education (New York: Palgrave, 2002), 35 (6), 739-742.

CHUBBUCK, S. (2003) Review of G. Ladson-Billings, Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms (San Francisco: Jossey-Bass, 2001), 35 (6), 742-746.

PENDERGAST, D. and HUNTER, L. (2003) Review of D. Penney (ed.), Gender and Physical Education: Contemporary Issues and Future Directions (London: Routledge, 2002), 35 (6), 746-750.

WHITE, C. (2003) Review of E. W. Ross (ed.), The Social Studies Curriculum: Purposes, Problems, and Possibilities (Albany, NY: State University of New York Press, 2001), 35 (6), 750-754.

 

Acknowledgements, 35 (6), 757-760.

JOURNAL OF CURRICULUM STUDIES: VOLUME 36: 2004PRIVATE

JCS, 36 (1), January-February 2004

Articles

SPILLANE, J. P., HALVERSON, R. and DIAMOND, J. B. (2004) Towards a theory of leadership practice: a distributed perspective, 36 (1), 3-34.

JAY, J. K. (2004) Variations on the use of cases in social work and teacher education, 36 (1), 35-52.

TABULAWA, R. T. (2004) Geography students as constructors of classroom knowledge and practice: a case study from Botswana, 36 (1), 53-73.

SYKES, H. (2004) Pedagogies of censorship, injury, and masochism: teacher responses to homophobic speech in physical education, 36 (1), 75-99.

HUANG, F. (2004) Curriculum reform in contemporary China: seven goals and six strategies, 36 (1), 101-115.

Essay review

SLOAN, K. (2004) The `I' before the `Thou' before the `It': autobiography, conversation, and curriculum. Review of S. Florio-Ruane and J. DeTar, Teacher Education and the Cultural Imagination: Autobiography, Conversation, and Narrative (Mahwah, NJ: Erlbaum, 2001), 36 (1), 117-130.

JCS, 36 (2), March-April 2004

Preface

SHERIN, M. G. and SHULMAN, L. S. (2004) Disciplinary perspectives on fostering a community of teachers as learners, 36 (2), 133.

 

Articles

SHULMAN, L. S. and SHERIN, M. G. (2004) Fostering communities of teachers as learners: disciplinary perspectives, 36 (2), 135-140.

MINTROP, H. (2004) Fostering constructivist communities of learners in the amalgamated multi-discipline of social studies, 36 (2), 141-158.

RICO, S. A. and SHULMAN, J. H. (2004) Invertebrates and organ systems: science instruction and `Fostering a Community of Learners', 36 (2), 159-181.

WHITCOMB, J. A. (2004) Dilemmas of design and predicaments of practice: adapting the `Fostering a Community of Learners' model in secondary school English language arts classrooms, 36 (2), 183-206.

SHERIN, M. G., MENDEZ, E. P. and LOUIS, D. A. (2004) A discipline apart: the challenges of `Fostering a Community of Learners' in a mathematics class, 36 (2), 207-232.

GARDNER, H. (2004) Discipline, understanding, and community, 36 (2), 233-236.

SCHOENFELD, A. H. (2004) Multiple learning communities: students, teachers, instructional designers, and researchers, 36 (2), 237-255.

SHULMAN, L. S. and SHULMAN, J. H. (2004) How and what teachers learn: a shifting perspective, 36 (2), 257-271.

JCS, 36 (3), May-June 2004

Op-ed

DILLON, J. T. (2004) The transformation of a monastery: reworking the educational milieu, 36 (3), 277-280.

TAMIR, P. (2004) Curriculum implementation revisited, 36 (3), 281-294.

Articles

GRAHAM, C. and NEU, D. (2004) Standardized testing and the construction of governable persons, 36 (3), 295-319.

ORLAND-BARAK, L., KEMP, J., BEN-OR, T. and LEVI, Z. (2004) Seeing the `new' in light of the `old': evolving interpretations of a new national English curriculum, 36 (3), 321-339.

COOK, P. F. and YOUNG, J. R. (2004) Face-to-face with children, 36 (3), 341-360.

AGRAWAL, M. (2004) Curricular reform in schools: the importance of evaluation, 36 (3), 361-379.

Reviews

HOPKINS, J. (2004) Review of H. A. Alexander, Reclaiming Goodness: Education and the Spiritual Quest (Notre Dame, IN: University of Notre Dame Press, 2001), 36 (3), 381-385.

BEKERMAN, Z. (2004) Review of G. Feuerberger, Oasis of Dreams: Teaching and Learning in a Jewish-Palestinian Village in Israel (London: Routledge, 2001), 36 (3), 385-389.

RUTLEDGE, S. T. (2004) Review of B. Goldfarb, Visual Pedagogy: Media Cultures In and Beyond the Classroom (Durham, NC: Duke University Press, 2002), 36 (3), 390-393.

SIMPSON, T. L. (2004) Review of D. Carlson, Leaving Safe Harbors: Toward a New Progressivism in American Education and Public Life (New York: Routledge, 2002), 36 (3), 393-399.

Erratum, Osborne, K. (2003), 36 (3), 401. [See 35 (5), 585-626.]

JCS, 36 (4), July-August 2004

Articles

JENSEN, B. B. (2004) Environmental and health education viewed from an action-oriented perspective: a case from Denmark, 36 (4), 405-425.

NORDKVELLE, Y. (2004) Technology and didactics: historical mediations of a relation, 36 (4), 427-444.

FLEENER, M. J., CARTER, A. and REEDER, S. (2004) Language games in the mathematics classroom: teaching a way of life, 36 (4), 445-468.

KALMUS, V. (2004) What do pupils and textbooks do with each other?: Methodological problems of research on socialization through educational media, 36 (4), 469-485.

MORRISON, K. B. (2004) The poverty of curriculum theory: a critique of Wraga and Hlebowitsh, 36 (4), 487-494.

Essay review

SHAKER, P. (2004) Left Back: punditry or history? Review of D. Ravitch, Left Back: A Century of Failed School Reforms (New York: Simon & Schuster, 2000), 36 (4), 495-507.

Reviews

FAIRBANKS, C. M. (2004) Review of M. Apple, Educating the `Right' Way: Markets, Standards, God, and Inequality (New York: RoutledgeFalmer, 2001), 36 (4), 509-515.

PRICE, J. (2004) Review of J. Danielewicz, Teaching Selves: Identity, Pedagogy, and Teacher Education (Albany, NY: State University of New York Press, 2001), 36 (4), 515-518.

JOHNSON, T. S. (2004) Review of J. Cumming and C. Wyatt-Smith (eds), Literacy and the Curriculum: Success in Senior Secondary Schooling (Melbourne, Aus.: ACER Press, 2001), 36 (4), 518-522.

TAGGART, R. (2004) Review of N. Beadie and K. Tolley (eds), Chartered Schools: Two Hundred Years of Independent Academies in the United States, 1727-1925 (New York: RoutledgeFalmer, 2002), 36 (4), 522-527.

JCS, 36 (5), September-October 2004

Op-ed

CLARK, A. (2004) Whose history?: Teaching Australia's contested past, 36 (5), 533-541.

OLSON, J. and LANG, M. (2004) Science and technology and the didactics of citizenship, 36 (5), 543-553.

Articles

OLIVER, K. L. and LALIK, R. (2004) `The Beauty Walk, this ain't my topic': learning about critical inquiry with adolescent girls, 36 (5), 555-586.

ROSS, V. (2004) A story of reform: Math, Science, Technology Investigations (MSI) in Room 34 at Bay Street Community School, 36 (5), 587-603.

NASH, R. (2004) Can the arbitrary and the necessary be reconciled? Scientific realism and the school curriculum, 36 (5), 605-623.

Essay review

FLORIO-RUANE and SMITH, E. (2004) `Second thoughts': Deborah Britzman's Practice Makes Practice: A Critical Study of Learning to Teach. Review of D. P. Britzman, Practice Makes Practice: A Critical Study of Learning to Teach, revised edn (Albany, NY: State University of New York Press, 2003), 36 (5), 625-634

JCS, 36 (6), November-December 2004

Articles

SJOHOLM, K. (2004) Swedish, Finnish, English? Finland's Swedes in a changing world, 36 (6), 637-644.

HANSEN, S.-E. (2004) The Swedish `people's school' in Finland and the language question: homogenization and differentiation, 36 (6), 645-655.

OSTERN, A.-L. (2004) `My lamguage tree': young Finland-Swedish adults tell us about their linguistic and cultural identities, 36 (6), 657-672.

SLOTTE-LUTTGE, A. (2004) Roles and positioning in a meeting between Finland-Swedish bilingual students and their teacher (trans. A. Lund), 36 (6), 673-684.

SJOHOLM, K. (2004) The complexity of the learning and teaching of EFL among Swedish-minority students in bilingual Finland, 36 (6), 685-696.

GAMBELL, T. and HUNTER, D. (2004) Teacher scoring of large-scale assessment: professional development or debilitation?, (36 (6), 697-724.

Essay review

DYKSTRA, Jr., D. I. (2004) Radical, getting to the root: a review of Curriculum Dynamics: Recreating Heart. Review of M. J. Fleener, Curriculum Dynamics: Recreating Heart (New York: Peter Lang, 2002), 36 (6), 725-733.

Reviews

LACKEY, L. (2004) Review of L. Bresler and C. M. Thompson (eds), The Arts in Children's Lives: Context, Culture, and Curriculum (Dordrecht, The Netherlands: Kluwer, 2002), 36 (6), 735-739.

BROWN, B. A. (2004) Review of C. Prendergast, Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education (Carbondale, IL: Southern Illinois University Press, 2003), 36 (6), 739-744.

DUPONT, C. (2004) Review of D. M. Callejo-Perez, Southern Hospitality: Identity, Schools, and the Civil Rights Movement in Mississippi, 1964-1972 (New York: Peter Lang, 2001), 36 (6), 744-747.

NG-A-FOOK, N. (2004) Review of L. J. Dance, Tough Fronts: The Impact of Street Culture on Schooling (New York: RoutledgeFalmer, 2002), 36 (6), 747-752.

ANDRES, L. (2004) Review of E. Margolis (ed.), The Hidden Curriculum in Higher Education (London: Routledge, 2001), 36 (6), 752-755.

Acknowledgements, 36 (6), 757-760.

Contents of Volume 36, Author Index 2004

JOURNAL OF CURRICULUM STUDIES: VOLUME 37: 2005PRIVATE

JCS, 37 (1), January-February 2005

Op-ed

STOOKE, R. (2005) `Many hands make light work' but `too many cooks spoil the broth': representing literacy teaching as a `job for experts' undermines efforts to involve parents, 37 (1), 3-10.

Articles

ELMOSE, S. and ROTH, W.-M. (2005) Allgemeinbildung: readiness for living in risk society, 37 (1), 11-34.

ANAGNOSTOPOULOS, D. (2005) Testing, tests, and classroom texts, 37 (1), 35-63.

ZEMBYLAS, M. and VRASIDAS, C. (2005) Globalization, information and communication technologies, and the prospect of a `global village': promises of inclusion or electronic colonization?, 37 (1), 65-83.

BARTON, K. C. and McCULLY, A. W. (2005) History, identity, and the school curriculum in Northern Ireland: an empirical study of secondary students' ideas

and perspectives, 37 (1), 85-116.

Essay review

STABLES, A. (2005) Rethinking the school curriculum. Review of J. White (ed.), Rethinking the School Curriculum: Values, Aims and Purposes (London: RoutledgeFalmer, 2004), 37 (1), 117-128. [See JCS, 37 (6), 689-695]

JCS, 37 (2), March-April 2005

Articles

WYATT-SMITH, C. and CASTLETON, G. (2005) Examining how teachers judge student writing: an Australian case study, 37 (2), 131-154.

HENNESSY, S., RUTHVEN, K. and BRINDLEY, S. (2005) Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change, 37 (2), 155-192.

CHISHOLM, L. (2005) The making of South Africa's National Curriculum Statement, 37 (2), 193-208.

Essay reviews

DOMBEY, H. (2005) Revolutionary reading. Review of A. D. Flurkey and J. Xu (eds), On the Revolution of Reading: The Selected Writings of Kenneth S. Goodman (Portsmouth, NH: Heinemann, 2003), 37 (2), 209-221.

McENEANEY, E. H. (2005) Ideas for the twenty-first century? Review of M. T. Hallinan, A. Gamoran, W. Kubitschek and T. Loveless (eds), Stability and Change in American Education: Structure, Process, and Outcomes (Clinon Corners, NY: Eliot Werner Publications, 2003), 37 (2), 223-233.

Reviews

CHING, C. C. (2005) Review of L. Cuban, Oversold and Underused: Computers in the Classroom (Cambridge, MA: Harvard University Press, 2003), 37 (2), 235-240.

GOODWIN, L. D. (2005) Review of F. Mosteller and R. Boruch (eds), Evidence Matters: Randomized Trials in Education Research (Washington, DC: Brookings Institution Press, 2002), 37 (2), 240-241.

TÉLLEZ, K. (2005) Review of C. Baker and N. H. Hornberger (eds), An Introductory Reader to the Writings of Jim Cummins (Clevedon, UK: Multilingual Matters, 2001), 37 (2) 241-243.

SCHONMANN, S. (2005) Review of K. Gallagher and D. Booth (eds), How Theatre Educates: Convergences and Counterpoints with Artists, Scholars, and Advocates (Toronto, ON: University of Toronto Press, 2003), 37 (2), 244-247.

NOURSE, N. (2005) Review of M. M. Latta, The Possibilities of Play in the Classroom: On the Power of Aesthetic Experience in Teaching, Learning, and Researching (New York: Peter Lang, 2001), 37 (2), 247-252.

JCS, 37 (3), May-June 2005

Op-ed

HARRIS, A. (2005) Leading or misleading? Distributed leadership and school improvement, 37 (3), 255-265.

Articles

VAN HUIZEN, P., VAN OERS, B. and WUBBELS, T. (2005) A Vygotskian perspective on teacher education, 37 (3), 267--290.

KIM, P.-G. and MARSHALL, J. D. (2005) Synoptic curriculum texts: representation of contemporary scholarship, 37 (3), 291-311. [Erratum: See JCS, 38 (3), 327-349.]

GELLERT, U. (2005) Parents: support or obstacle for curriculum innovation?, 37 (3), 313-328.

MAYES, C. (2005) The teacher as shaman, 37 (3), 329-348.

Essay review

LÉVESQUE, S. (2005) In search of a purpose for school history. Review of B. VanSledright, In Search of America's Past: Learning to Read History in Elementary School (New York: Teachers College Press, 2002) and C. Husbands, A. Kitson and A. Pendry, Understanding History Teaching (Maidenhead, UK: Open University Press, 2003), 37 (3), 349-358.

Reviews

DUPONT, C. R. (2005) Review of D. Tyack, Seeking Common Ground: Public Schools in a Diverse Society (Cambridge, MA: Harvard University Press, 2004), 37 (3), 359-366.

VANSLEDRIGHT, B. (2005) Review of S. G. Grant, History Lessons: Teaching, Learning, and Testing in US History Classrooms (Mahwah, NJ: Erlbaum, 2003), 37 (3), 366-370.

HERNDL, C. G. (2005) Review of M. MacLure, Discourse in Educational and Social Research (Buckingham, UK: Open University Press, 2003), 37 (3), 370-375.

JESSIMAN, M. (2005) Review of C. A. Buzzelli and B. Johnston, The Moral Dimensions of Teaching: Language, Power, and Culture in Classroom Interaction (New York: Garland, 2002), 37 (3), 376-379.

JCS, 37 (4), July-August 2005

Op-ed

HEYDON, R. M. (2005) The theory and practice of pedagogical ethics: features for an ethical praxis in/out of special education, 37 (4), 381-394.

Articles

TIMPERLEY, H. S. (2005) Distributed leadership: developing theory from practice, 37 (4), 395-420.

EREVELLES, N. (2005) Understanding curriculum as normalizing text: disability studies meet curriculum theory, 37 (4), 421-439.

HIGGINS, C. (2005) Dewey's conception of vocation: existential, aesthetic, and educational implications for teachers, 37 (4), 441-464.

KUSCH, J., REBOLLEDO, G. and RYAN, C. (2005) Practice in planning and planning in practice: re-assessing and clarifying action research in a multi-national context, 37 (4), 465-481.

Essay review

CARSPECKEN, P. F. (2005) Can we have more theory? An essay review of Evaluation Practice Reconsidered. Review of T. A. Schwandt, Evaluation Practice Reconsidered (New York: Peter Lang, 2002), 37 (4), 483-502.

JCS, 37 (5), September-October 2005

Op-ed

TOWNDROW, P. A. (2005) Teachers as digital task designers: an agenda for research and professional development, 37 (5), 507-524.

Articles

SCHMIDT, W. H., WANG, H. C. and McNIGHT, C. G. (2005) Curriculum coherence: an examination of US mathematics and science content standards from an international perspective, 37 (5), 525-559.

CROCCO, M. S. (2005) Teaching Shabanu: the challenges of using world literature in the US social studies classroom, 37 (5), 561-582.

DE VILLIERS, R. and MONK, M. (2005) The first cut is the deepest: reflections on the state of animal dissection in biology education, 37 (5), 583-600. [See Hug, B. (2005), JCS, 37 (5), 601-606.]

HUG, B. (2005) Dissection reconsidered: a reaction to de Villiers and Monk's `The first cut is the deepest', 37 (5), 601-606. [See de Villiers and Monk (2005), JCS, 37 (5), 583-600.]

ZEVENBERGER, R. (2005) The construction of a mathematical habitus: implications of ability grouping in the middle years, 37 (5), 607-619.

Essay review

FLINDERS, D. J. (2005) The costs of accountability. Review of M. Carnoy, R. F. Elmore and L. S. Siskin (eds), The New Accountability: High Schools and High-Stakes Testing (New York: RoutledgeFalmer, 2003), 37 (5), 621-629.

JCS, 37 (6), November-December 2005

Articles

ARBER, R. E. (2005) Speaking of race and thnic identities: exploring multicultural curricula, 37 (6), 633-652.

TERWEL, J. (2005) Curriculum differentiation: multiple perspectives and development in education, 37 (6), 653-670.

HATT, B. E. (2005) Pedagogical love in the transactional curriculum, 37 (6), 671-688.

Response

WHITE, J., HAYDN, T., WILLIAMS, K., GILL, P., HAND, M. JENKINS, E., LAMBERT, D., MARSHALL, B., PENNEY, D., PLUMMERIDGE, C. and STEERS, J. (2005) Rethinking the school curriculum: reply to Andrew Stables, 37 (6), 689-695. [See JCS, 37 (1), 117-128]

Essay review

AHONEN, S. (2005) Historical consciousness: a viable paradigm for history education? Review of P. Seixas (ed.), Theorizing Historical Consciousness (Toronto, ON: University of Toronto Press, 2004), 37 (6), 697-707.

ZEMBYLAS, M. (2005) Science education: for citizenship and/or social justice? Review of A. C. Barton with J. L. Ermer, T. A. Burkett and M. D. Osborne, Teaching Science for Social Justice (New York: Teachers College Press, 2003) and M. Ratcliffe and M. Grace, Science Education for Citizenship: Teaching Socio-scientific Issues (Maidenhead, UK: Open University Press, 2003), 37 (6), 709-722.

Reviews

OLSON, J. (2005) Review of P. J. Fensham, Defining an Identity: The Evolution of Science Education as a Field of Research (Dordrecht, The Netherlands: Kluwer, 2003), 37 (6), 723-726.

O=Brien, D. (2005) Review of K. A. Ferneding, Questioning Technology: Electronic Technologies and Educational Reform (New York: Peter Lang, 2003), 37 (6), 726-729.

ROOF, D. (2005) Review of J. W. Null, A Disciplined Progressive Educator: The Life and Career of William Chandler Bagley (New York: Peter Lang, 2003), 37 (6), 729-733.

AKALA, W. J. (2005) Review of W. H. Watkins, The White Architects of Black Education: Ideology and Power in America, 1865-1954 (New York: Teachers college Press, 2001), 37 (6), 733-735.

COMMEYRAS, M. (2005) Review of C. L. Selfe and G. E. Hawisher (eds), Literate Lives in the Information Age: Narratives of Literacy from the United States (Mahwah, NJ: Lawrence Erlbaum, 2004), 37 (6), 735-738.

Acknowledgements, 37 (6), 739-742.

Contents of Volume 37, Author Index 2005

JOURNAL OF CURRICULUM STUDIES: VOLUME 38: 2006

JCS, 38 (1), January-February 2006

Op-ed

WARRICAN, S. J. (2006) Action research: a viable option for effecting change, 38 (1), 1-14.

Articles

DAVIES, P. (2006) Educating citizens for changing economies, 38 (1), 15-30.

BILLETT, S. (2006) Constituting the workplace curriculum, 38 (1), 31-48.

TROFANENKO, B. (2006) Interrupting the gaze: on reconsidering authority in the museum, 38 (1), 49-65.

COTTON, D. R. E. (2006) Implementing curriculum guidance on environmental education: the importance of teachers' beliefs, 38 (1), 67-83.

VAN VEEN, K. and SLEEGERS, P. (2006) How does it feel? Teachers' emotions in a context of change, 38 (1), 85-111.

Essay review

ROLLING, Jr., J. H. (2006) The arts and the creation of mind. Review of E. W. Eisner, The Arts and the Creation of Mind (New Haven, CT: Yale University Press, 2002), 38 (1), 113-125.

JCS, 38 (2), March-April 2006

Articles

VAN DYKE, C. J. (2006) Exemplary teaching: some possibilities for renovating and stimulating didactic practice (trans. G. D. Yonge), 38 (2), 127-134.

HASSETT, D. D. (2006) Technological difficulties: a theoretical frame for understanding the non-relativist permanence of print literacy in elementary education, 38 (2), 135-159.

CHAN, E. (2006) Teacher experiences of culture in the curriculum, 38 (2), 161-176.

LANG, M., DRAKE, S. and OLSON, J. (2006) Discourse and the new didactics of scientific literacy, 38 (2), 177-188.

NORBERG, K. (2006) Morality at the margins: a silent dimension of teaching and learning, 38 (2), 189-204.

DE LA CABA COLLADO, M. and LÓPEZ ATXURRA, R. (2006) Democratic citizenship in textbooks in Spanish primary curriculum, 38 (2), 205-228.

Reviews

LACKEY, L. (2006) Review of L. Bresler and C. M. Thompson (eds), The Arts in Children's Lives: Context, Culture and Curriculum (Dordrecht, The Netherlands: Kluwer, 2002), 38 (2), 229-233.

BROWN, B. A. (2006) Review of C. Prendergast, Literacy and Racial Justice: The Politics of Learning after Brown v. Board of Education (Carbondale, IL: Southern Illinois University Press, 2003), 38 (2), 233-238.

DUPONT, C. (2006) Review of D. M. Callejo-Perez, Southern Hospitality: Identity, Schools, and the Civil Rights Movement in Mississippi, 1964-1972 (New York: Peter Lang, 2001), 38 (2), 238-241.

NG-A-FOOK, N. (2006) Review of L. J. Dance, Tough Fronts: The Impact of Street Culture on Schooling (New York: Routledge Falmer, 2002), 38 (2), 241-246.

ANDRES, L. (2006) Review of E. Margolis (ed.), The Hidden Curriculum in Higher Education (London: Routledge, 2001), 38 (2), 246-249.

JCS, 38 (3), May-June 2006

Articles

NIKITINA, S. (2006) Three strategies for interdisciplinary teaching: contextualizing, conceptualizing, and problem-centring, 38 (3), 251-271.

VAN HOUTTE, M. (2006) School type and academic culture: evidence for the differentiation--polarization theory, 38 (3), 273-292.

HASTIE, P. A., MARTIN, E. and BUCHANAN, A. M. (2006) Stepping out of the norm: an examination of praxis for a culturally-relevant pedagogy for African-American children, 38 (3), 293-306.

GERAEDTS, C., BOERSMA, K. T. and EIJKELHOF, H. M. C. (2006) Towards coherent science and technology education, 38 (3), 307-325.

Erratum

KIM, P.-G. and MARSHALL, J. D. (2006) Synoptic curriculum texts: representation of contemporary curriculum scholarship, 38 (3), 327-349. [See JCS, 37 (3), 291-311.]

Essay reviews

LESTER, E. (2006) Education, religion, and deliberative democracy. Review of M. Parker-Jenkins, D. Hartas and B. A. Irving, In Good Faith: Schools, Religion, and Public Funding (Aldershot, UK: Ashgate), 38 (3), 351-363.

KALA, W. (2006) Modernization versus cultural resilience in education in East Africa. Review of B. B. Swadener, with M. Kabiru and A. Njenga, Does the Village Still Educate the Child?: A Collaborative Study of Changing Childrearing and Early Education in Kenya (Albany, NY: SUNY Press, 2000) and A. Stambach, Lessons from Mount Kilimanjaro: Schooling, Community, and Gender in East Africa (New York: Routledge, 2000), 38 (3), 365-372.

JCS, 38 (4), July-August 2006

Articles

STABLES, A. (2006) Sign(al)s: living and learning as semiotic engagement, 38 (4), 373-387.

ADAMS, C. (2006) PowerPoint, habits of mind, and classroom culture, 38 (4), 389-411.

COFFIN, C. (2006) Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum, 38 (4), 413-429.

DUPRIEZ, V. (2006) Between heterogeneity and equality: representations and practices of primary-level teachers, 38 (4), 431-448.

SCHWARTZ, M. (2006) For whom do we write the curriculum?, 38 (4), 449-457.

ELSTAD, E. (2006) Understanding the nature of accountability failure in a technology-filled, laissez-faire classroom: disaffected students and teachers who give in, 38 (4), 459-481.

JOHN, P. D. (2006) Lesson planning and the student teacher: re-thinking the dominant model, 38 (4), 483-498.

JCS, 38 (5), September-October 2006

Special Issue: Jürgen Habermas and education: four essays

Guest Editor: Tomas Englund

Introduction

ENGLUND, T. (2006) Jürgen Habermas and education, 38 (5), 499-501.

Articles

ENGLUND, T. (2006) Deliberative communication: a pragmatist proposal, 38 (5), 503-520.

CARLEHEDEN, M. (2006) Towards democratic foundations: a Habermasian perspective on the politics of education, 38 (5). 521-543.

BOMAN, Y. (2006) The struggle between conflicting beliefs: on the promise of education, 38 (5), 545-568.

ROTH, K. (2006) Deliberation in national and post-national education, 38 (5), 569-589.

Essay reviews

NISHINA, A. and BELLMORE, A. D. (2006) The meaning of peer harassment in the United States. Review of D. L. Espelage and S. M. Swearer (eds), Bullying in American Schools: A Socio-Ecological Perspective on Prevention and Intervention (Mahwah, NJ: Erlbaum, 2004), 38 (5), 591-607.

DENG, Z. and GOPINATHAN, S. (2006) Review of J. W. Tollefson and A. B. M. Tsui (eds), Medium of Instruction Policies: Which Agenda? Whose Agenda? (Mahwah, NJ: Erlbaum, 2004), 38 (5) 609-622.

JCS, 38 (6), November-December 2006

Articles

DONNELLY, J. (2006) The intellectual positioning of science in the curriculum, and its relationship to reform, 38 (6), 623-640.

SCHMIDT, W. H. and PRAWAT, R. S. (2006) Curriculum coherence and national control of education: issue or non-issue?, 38 (6), 641-658.

NIR, A. E., KATZ, M., KARAYANNI, M., GORDON, D. and LAVIE, A. (2006) The blindness of ideological commitment: the educational tragedy of Arab/Jewish co-existence, 38 (6), 659-677.

GOULART, M. I. N. and ROTH, W.-M. (2006) Margin | centre: toward a dialectic view of participation, 38 (6), 679-700.

SLABBERT, J. A. and HATTINGH, A. (2006) `Where is the post-modern truth we have lost in reductionist knowledge?' A curriculum's epitaph, 38 (6), 701-718.

SHKEDI, A. (2006) Curriculum and teachers: an encounter of languages and literatures, 38 (6), 719-735.

Essay review

McDermott, K. A. (2006) Education reform, writ large and small. Review of W. N. Grubb and M. Lazerson, The Education Gospel: The Economic Power of Schooling (Cambridge, MA: Harvard University Press, 2004) and J. P. Spillane, Standards Deviation: How Schools Misunderstand Education Policy (Cambridge, MA: Harvard University Press, 2004), 38 (6), 737-747.

Contents of Volume 38, Author Index 2006

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