A seminar held on a kibbutz in Israel in which educators from the United Kingdom, Canada, and Israel discussed school-based curriculum development is described. (RM)

In August 1985, almost 300 scientists and science educators came together in Bangalore, India, from over 70 different countries, including both developed and developing nations, to take part in a conference on science and technology, education, and future human needs. The conference is described. (RM)

The International Study Association on Teacher Thinking (ISATT) believes that what teachers do is a result of what teachers think. The 1983 and 1985 (ISATT) conferences focused on researchers' conceptions of teachers and teaching and conceptual frameworks and methodological problems being used in current research. (RM)

In 1985 Australian educators, administrators, parents, and students met in a conference to discuss a range of contemporary curriculum issues. Significant issues across the work of the conference as a whole are discussed. (RM)

To produce a curriculum guide that is practical calls for an awareness of the working context of the practitioner and an ability to translate that intuitive awareness into an explicit description which captures the essence of what teaching is. Health education project materials are used to illustrate the translating demands. (RM)

Curriculum guides can effectively guide practice if the guide writer pays attention to the context in which teachers work and to the language that teachers use in that context. Problems encountered by a curriculum project illustrate what happens in practice when guide writers fail to appreciate teachers' objectives. (RM)

Factors which affect communication with teachers via curriculum guides include how authors and readers conceptualize educational practice and teaching and audience characteristics. Although each of the predominant forms of discourse (persuasive, descriptive, theoretical) used to communicate practice prescriptions for teachers is flawed, the three…

Increasing numbers of schools in Great Britain are using curriculum notation and curriculum analysis to assist them in decision-making and curriculum review. The purpose of and criteria for assessing a management information system are examined. (RM)