Curriculum theory must attend to three problem areas: educational practice, ethical criteria, and content. Educational practice includes questions about predictions, explanations, and descriptions. Ethical criteria are used to clarify improvements in values. Substantive content ranges across areas of human inquiry from the humanities to natural…

A curriculum theory begins in the transference of meaning from the familiar and the comprehensible to the abstract and perplexing problems arising from the actual teaching situation. These metaphors that evolve into theories serve to direct research by creating a symbolic language. (JN)

Various leadership theories and their applications to school principals are explored. Principals need to be aware of their own tendencies in leadership situations and to understand the range of behaviors open to them. Principals should also take into account characteristics of the educational environment. (CJ)

This article, concerning the importance of and need for educational theory, elucidates the etymology of the word "theory," describes the importance of ethnomethodology to educational principles, and views the concerns of epistemology to curriculum theory. The question "What is the good of theory?" is debated in relation to the…

The hermeneutic circle uses theory-practice interaction in three methods--science, critical theory, and poetics--in an effort to contribute to the continual search for greater understanding. (JN)

The point of emphasis in classroom research is shifting away from pure educational theory and toward a descriptive investigation of teaching and learning realities. (LH)

Mastery learning is a philosophically based approach to teaching and learning which focuses on effective individualized instruction in the group oriented classroom setting. This article discusses the development and application of mastery learning theory and its implications for teachers. (JN)

Summarizes eight other articles on literary theory and education, examining the theory-practice relationship as it pertains to English literature instruction and questioning traditional views about the divide between theory and practice. Discusses how working the rift between theory and practice could actually be of some benefit to education. (SM)

An alternative approach to the professional development of educators is described. This approach focuses on the interrelationship between teacher behavior and child behavior and their joint influence on the learning environment. Theory and practice in education are interactive concepts rather than discreet and isolated entities. (JN)

Since education is both a science and an art, it is difficult for curriculum theorists to develop rules and principles which apply to both aspects. Practical uses of curriculum theory include the application of existing models to specific situations, and practitioners using their own practical experiences and relating them to curriculum models.…

How the school's chief administrator--the principal--works with people on a daily basis is the primary determinant of the overall success of the school. (Author/ LH)

Curriculum theory is defined as an integrated cluster of sets of analyses, interpretations, and understandings of curricular phenomena. Curriculum theory development processes are described and reasons for a lack of curriculum theory are presented. Four problems arising in the development of curriculum theory are examined. (JN)

The prevailing view of educational theory is that its purpose is to be translated into practice. Theory is most practically applicable to situations which educators expect to confront at some future time. (JN)

Two studies of curriculum are used as examples of trends in social science research. Criteria are developed for the "ideal" social science and then applied to the two studies. Curriculum theorizing is discussed as related to social science theory. Suggestions are made for the content of an adequate curriculum theory. (JN)

Examines dimensions of theoretical perspective on curriculum, noting influences of teachers who were the author's graduate students. The article covers curriculum theorizing, synoptic and historical portrayals, comparative orientations, ideological considerations, teacher/student lore, outside curriculum, preservice/inservice teacher education…