One of the numerous responses to the mass shooting at Virginia Tech in April 2007 has been the call for higher education institutions in the United States to take an increased role in identifying troubled students. This has had widely felt effects, with educational institutions across the United States developing mechanisms such as Threat…

Liberal education has long been a fascination for scholars and educators. At one time largely the concern of colleges and universities, over the years it has become central to the discussion of general education in both schools and colleges. Yet it has not been without its critics even from within. In asking what it means to be an educated person…

The author raises issues about collaborative work throughout her eight years in teacher education in two different higher education institutions. Her experiences as a graduate student, faculty member, and administrator give her insights about teacher education and the struggle for change within institutional systems. Her preference for working…

Presents teaching writing as one way of teaching the arts of the practical and discusses the relationship between practical and scientific reasoning. Joseph Schwab's career is read as a series of explorations into the consequences of the Prometheus myth for effective action today. (MJL)

Compares Joseph Schwab's theory to John Dewey's, examines conceptions of educational and social science research implicit in Schwab's work on the practical, considers his view of teaching and its knowledge base, and discusses the types of inquiry needed to support his designs for the teaching profession and teacher education. (MJL)

Schwab's work in curriculum planning emphasizes the need for eclecticism and the legitimacy of an uncertain, practical orientation. This essay analyzes the effects of Schwab's theory and calls for a new language for education, to be formulated through practical contact with the processes of schooling. (MJL)

The presuppositions about knowledge and the practice of teaching in Joseph Diorio's "Knowledge, Autonomy and the Practice of Teaching" (Curriculum Inquiry 12:3) are inadequate because Diorio ignored the social construction of knowledge and practice, thus distorting his view of human agency. Knowledge used in teaching can be understood only in…

Joseph Diorio in "Knowledge, Autonomy and the Practice of Teaching" (Curriculum Inquiry 12:3) wrongly assumed that knowledge usually governs practice, defined the concept of practice too narrowly, and used uncritically the idea of faultless performance. Thus unnecessarily restrictive about the potential for teacher preparation, Diorio also lacks…

Alan R. Tom (Curriculum Inquiry 13:2) misrepresented Diorio's position on the types of practice possible and on the concept of faultless performance. Freema and Robert Elbaz (Curriculum Inquiry 13:2), though correct in pointing out the social contexts of practice, also misrepresent Diorio's presuppositions and draw conclusions not warranted by his…

Relating curriculum education to the practice of teaching, the author proposes and describes the education and role of chairman of school curriculum groups. Such chairmen would shift the school curriculum initiatives from theoretical research to local practice and would reflect the policies of curriculum educators at the graduate level. (JW)

The achievement of students in a first-year university biology course is related to two high school variables: the kind of curriculum followed and the level of students' high school biology courses. Students who specialized in biology are compared with students who did not specialize in biology. (Author/MLF)

The concept of "technology" is reconceptualized and claimed to be necessary before deliberations about the place of technological studies in the curriculum. Discusses how an understanding of technology is influenced by one's view of the role of the university within society. (Author/MLF)

Describes three participants' experiences in a course intended to help students understand their prior experiences and how these experiences shape personal research predilections and capabilities. (MLF)

Reveals the intentional and organizational face of graduate education in curriculum by exploring "procedural knowledge" and how its quality is to be judged. Examines case studies of the characteristics and programs of one graduate department of curriculum. (MLF)