This article builds on an extensive review of the comparative and international literature on teachers' perspectives on the education of Muslim students in public, Catholic, and Islamic schools. Bringing the teachers' voices and practices to the attention of researchers, policy makers, and general readers, the authors emphasize the centrality of…

A comparison of Anglo and Navajo students' perceptions of school achievement tests revealed a cultural dichotomy concerning the significance and purpose of tests. Study results pose policy questions: Should students be enculturated into test-taking values or should testing forms be changed to reflect cultural considerations of valued knowledge?…

Anarchist education at the Modern School of New York between 1911 and 1915 featured positive interactions between pedagogies influenced by Tolstoy and Ferrer. After the adult movement adversely affected children's activities, Tolstoy's rebel culture model dominated the concern for revolutionary politics, and the school at Stelton became similar to…

This article explores ways high school business education teachers continue to reproduce social relations of the workplace in the classroom, even as they search for new curriculum ideas that will better meet changing requirements of the labor market and of the school. (CJH)

A framework for generating curriculum research is proposed from a synthesis of Dunkin and Biddle's model of teaching variables with Beauchamp's "curriculum system" planning functions. The framework systematically defines variables that delineate curriculum planning processes. (CJH)

This article reports findings from a two-year study of 17 change agents working in three New York City school improvement programs. Interview, observation, and ranking data from the change agents, their managers, and their school clients were analyzed, and a synthesis of findings resulted in a list of 18 key skills for educational change agents.…

This article explores the origin of demands for school curriculum reform, discusses why some secondary school reforms last while others don't, lists prospects for current reforms, and suggests approaches and methods to improve the formulation of curriculum policy in the United States. Thirty-eight references are listed. (DCS)

Outlines a study of two teachers' image of "the classroom as home" illustrating how personal and professional experiences are expressed in their classroom practices. Offers a theoretical concept of "image" as knowledge incorporating theoretical, practical, objective, and subjective experience. (MD)

Describes a study of teachers as curriculum developers in a broad organizational setting. Identifies three themes that shaped the teachers' participation: their low status, isolation from other teachers, and lack of rewards. Includes tables and appendix. (MD)

Critically examines the "English ethnographic tradition's" view that classroom instruction transmits propositional knowledge. Uses observed classroom discourse to argue that instruction in fact produces knowledge, both propositional and "how-to". (MCG)

Discusses the technique of measuring program implementation, describing an effort to evaluate and refine the implementation of an innovative instructional model and examining the implications of this project for future research. (MCG)