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Lang, Manfred; Drake, Susan; Olson, John – Journal of Curriculum Studies, 2006
Increasingly, there are calls for the school curriculum to reflect the real-world needs of students, such as the need to make difficult choices as citizens. The science curriculum is not exempt from these reappraisals of the relevance of what occurs in schools. Approaches to science involving social contexts are increasingly common, and with them…
Descriptors: Academic Discourse, Didacticism, Scientific Literacy, Science Curriculum
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Olson, John – Journal of Curriculum Studies, 2002
The systemic approach to reform recognizes that schools are part of a complex system of expectations and that reform plans must recognize the diverse interests at play in any reform. While systemic approaches understand that the interaction among factors influencing change are complex and that piece-meal change is problematic, there is a danger…
Descriptors: Teaching Methods, Educational Change, Interaction, Change Agents
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James, Edwyn; Eijkelhof, Harrie; Gaskell, Jim; Olson, John; Raizen, Senta; Saez, Maria – Journal of Curriculum Studies, 1997
Summarizes the main points from the largest international study of innovations in the fields of science, mathematics, and technology education ever undertaken. Particularly emphasizes the changing relationships between teacher and learner and the increased value given to practical work and experiential learning. Discusses the implications for…
Descriptors: Change Strategies, Comparative Education, Curriculum Development, Educational Assessment
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Olson, John – Journal of Curriculum Studies, 1989
Reviews the efforts of eight teachers involved in a study using microcomputers in schools. Reflects on how the pursuit and politics of institutional reward and innovation can undermine good practice. Advocates the use of critical thinking when participating in ethically justified innovation. (KO)
Descriptors: Computer Assisted Instruction, Curriculum Development, Educational Innovation, Educational Practices
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Olson, John – Journal of Curriculum Studies, 1997
Criticizes the compartmentalization of educational practices into a hierarchy of general, vocational, and social. Argues for a more holistic integration of technology, vocation, and education reflecting a vision of lifelong learning and meaningful work. Discusses examples of this including the Scandinavian tradition of "Sloyd"…
Descriptors: Alienation, Computer Uses in Education, Curriculum Development, Education Work Relationship
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Robertson, Christine L.; Cowell, Barry; Olson, John – Journal of Curriculum Studies, 1998
Presents a case study of grade 9 curriculum reforms at a urban high school in Ontario (Canada). Explains that students were streamed according to their abilities and interests before the reform. Discusses questions related to de-streaming, especially how teachers contend with mixed-ability classes, and integration with a particular focus on…
Descriptors: Ability Grouping, Educational Change, Educational Research, Foreign Countries
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Olson, John; James, Edwyn; Lang, Manfred – Journal of Curriculum Studies, 1999
Expands on ideas presented in the Organisation for Economic Cooperation and Development (OECD) study "Innovation in Science, Mathematics and Technology Education" (SMTE) where 23 projects aimed at enhancing the appeal of these three school subjects. Discusses the implications of the SMTE reform efforts on teaching practices and how…
Descriptors: Constructivism (Learning), Educational Change, Educational Innovation, Educational Practices
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Miller, Larry; Olson, John – Journal of Curriculum Studies, 1994
Examines the premise that experience with computers can fundamentally alter teaching. Contends that the promise of computers and other educational technology is overstated. Presents a case study and summaries of other studies that suggest a teacher's instructional philosophy is a more powerful determinant of computer effectiveness. (CFR)
Descriptors: Computer Software, Computer Uses in Education, Educational Change, Educational History
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Olson, John – Journal of Curriculum Studies, 1988
Examines the cognitive approach to understanding teaching which places emphasis on how teachers are compelled by the thoughts they think while acting. States that such knowledge offers a vital but partial account of why teachers do what they do. States that further research must investigate how cultural and social understanding influence teaching…
Descriptors: Cognitive Structures, Cultural Influences, Educational Research, Elementary Secondary Education