Variables associated with curriculum familarity and adoption by a sample group of head teachers in England are examined. For journal availability, see SO 504 736. (DE)

A comparative and global perspective is necessary within the introductory social foundations component of teacher education. Reasons include students' minimal knowledge about the role of education in society and their high interest in social foundations when a comparative and global dimension is added. Journal available from College of Education,…

Argues that highly theoretical sociology content should be excluded from teacher education curricula and should be replaced with practical work in curriculum development, materials production, and classroom research. (Author/AV)

Describes a study which was undertaken in Britain in 1975 to identify the factors which have the greatest influence on teachers in the planning of courses in secondary science, and on their choice of curriculum material for those courses. (Author)

A framework for a curriculum based upon the five communication skills of literacy, oracy, numeracy, graphicacy, and physiognomacy is proposed. Some consideration is given to the relationship of educational psychology and of Gardner's "multiple intelligences" to the five forms of communication. The framework is intended for use in British…

The structure of teacher education programs in Great Britain is reviewed. Emphasis is placed on combining theory courses within the practice oriented curriculum. (DE)

Teachers in England and Wales were asked about their use of teachers' centers and leaders of teachers' centers were asked about materials produced by the Schools Council. Hopes originally voiced for coordination between teachers' centers and the Schools Council in the dissemination of new materials have not been met. (IS)

New standard unit syllabuses in mathematics and science issued by the Technician Education Council in Great Britain are criticized for lowering educational standards in clarity of presentation, syllabus content, structure, organization and expected learning outcome. The previous courses are cited as superior in all or almost all respects. (IS)

Presents a study that focuses on how religious education is addressed by Muslim and evangelical Christian schools in England and The Netherlands. Explains that some schools keep religious teaching separate from the rest of the curriculum, while others integrate it into all aspects of the curriculum. Includes references. (CMK)