Describes a seminar for experienced classroom teachers in which participants schedule weekly conversations with other teachers to explore deeply one teacher's teaching practices and theories. Goals are to appreciate the art of teaching, to gain release from isolation, and to attain more congruence between theories and practice. (Author/JM)

Deals with the epistemological understanding of teaching. Attempts to describe the nature of the practical field of teaching by exploring (1) the relationship between teaching practice and knowledge about teaching, (2) the degree of autonomy and accountability applicable to teachers, and (3) preparation suitable for teaching. New Zealand's teacher…

Explores the meaning of pedagogy as something that lets an encounter, relationship, or a doing be pedagogic. Concludes with how phenomenology helps bring to light that which presents itself as pedagogy in adult relationships with children. (Author/JM)

Describes individualized instructional systems as products of the same sociohistorical forces that have redefined work and individualism. Presents an analysis of individualization based on one year's ethnographic observation of an elementary school and points to the specific roles played by schooling in advanced capitalist structures. (Author/MLF)

Describes and explains the classroom group process and group leadership of a sixth-grade teacher in an urban classroom. Discusses the importance of classroom grouping and its implications for teachers. (MLF)

Examination of the theory of knowledge implicit in a discipline merits consideration for its necessary impact on curriculum, both in content selection and presentation. A conceptual change theory reveals the integral ties between knowing and learning and the examination of these issues must be subject-matter specific. (Author/MLF)

This article identifies the contradictions in some of the existing applications of literary tools to curriculum thought, indicates some of the problematic implications for curriculum practice, and sketches an alternative conception of literature as discursive practice. (Author/MLF)

A study to assess the long-term effects of participation in a high school community service project during the years 1945 to 1949 is described in terms of reconstruction of the original program, methodology, results, and finally, suggested hypotheses and methodological recommendations. (Author/MLF)

Considers the interconnection of curriculum problems and the processes by which they are treated and argues that much is to be gained by seeing curriculum problems and processes as instances of much wider sets of problems and processes generally belonging in the area of public policymaking. (Author/MLF)

A summary and a critique of citizenship education that defines it as education for decision making within a democratic society. Ethical and epistemological aspects of the fundamental assumptions are clarified. (Author/MLF)

Editorial criticism goes beyond internal adherence to editorial and analytic rules to the conceptual comparison of ideas contained in curriculum materials. (Author)

Originally delivered as a speech to the American Educational Research Association, this article continues the debate over whether the field of curriculum is first, dead, and second, actually a field. (MLF)

Discusses the cultural limits to certainty of measurement and assessment claims about reading and examines some examples of classroom reading lessons. (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)

Suggests that, while applauding multiculturalism, global education may provide a pedagogical device to accept uncritically particular political assumptions, rules, and biases. (Author/MLF)