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Chapter 4 from the book "School Hazard Zone: Beyond the Silence/Finding a Voice" is presented. It discusses the emergence of new alternatives, school reforms including Redesign and extensive supportive environment to improve basic skills and the politics of their implementations. During this phase, the author's eyes were opened to covert student labeling which rendered students to be powerless. It also examines the consequences of the achievement gap from the perspectives of self, school and society that encouraged the author to be more proactive.

Chapter 16 of the book "100 Semesters: My Adventures As Student, Professor and University President and What I Learned Along the Way" is presented, in which the author tells about the curricular changes at the English department of Stanford University.

Chapter One of the book "Contemporary Theatre in Education," by Roger Wooster is presented. It explores the history and the development of theatre in education (TIE). It stresses the works of the Belgrade Theatre which facilitated the emergence of TIE as a distinct form of theatre and education in 1965. It highlights the implementation of the Education Reform Act of 1988 which included TIE in the educational curriculum.

Chapter 3 of the book "Reclaiming the Public University: Conversations on General & Liberal Education" is presented. It explores the entirety of educational evolution and the transformation of general education and college education in general. Factors affecting curriculum change such as radical shift in the student ethnic make-up and cultural background is pointed out. Situations citing significant adjustments to curriculum change is provided.

Chapter 4 of the book "Education in Africa" is presented. It explores the post-independence educational expansion in Africa. The rise of Africanization led to the revision of the curriculum, syllabi, teaching, learning materials and examination systems. Educational opportunities were expanded as more space are added in schools and barriers to school attendance were eliminated. Enrollment in primary education increased from 1960s to 1980s after the African governments eliminated primary school fees.

A chapter from the book "Conversations of Curriculum Reform: Students' and Teachers' Voices Interpreted Through Autobiographical and Phenomenological Texts," by Kathryn M. Benson is presented. It discusses the importance of hermeneutic experience in curriculum reform and how it affects teacher performance. The chapter mentions about professor Max van Manen's critical perspective on phenomenological teaching and its essence on school programs for assessing student learning.

A chapter from the book "Conversations of Curriculum Reform: Students' and Teachers' Voices Interpreted Through Autobiographical and Phenomenological Texts," by Kathryn M. Benson is presented. It discusses ways of understanding educational life through autobiographical phenomenology giving emphasis on teachers' narratives. The chapter begins with an in-depth look into the political settings of curriculum policies and subject content. It follows a panoramic view on the importance of understanding a student's experience of curriculum in school reform.

An introduction to the book "Conversations of Curriculum Reform: Students' and Teachers' Voices Interpreted Through Autobiographical and Phenomenological Texts," by Kathryn M. Benson is presented in which insights about autobiographical phenomenological research via education practice is discussed.

Chapter 13 of the book "Conversations on Convergence" is presented. It cites an interview with University of Kansas journalism professors Jimmy Gentry and Rick Musser about convergence. Gentry explains the reason and factors that influence the curriculum change at the university to incorporate convergence. Musser notes the reaction of the journalism sector to convergence.

Chapter 6 of the book "Teaching Science in the 21st Century" is presented. It discusses curriculum reform through professional development of teachers. The Biological Sciences Curriculum Study (BSCS) with funding from the National Science Foundation, developed a long-term professional development program to support standards-based curriculum reform at the secondary level. Curriculum leadership and professional development presented in this chapter is allegedly based on the National Academy for Curriculum Leadership (NACL) program.

A chapter from the book "Readin' + Writin' for the Hard-Hat Crowd: Curriculum Policy at an Urban University" is presented. It discusses the changes undergone by the Introductory English curriculum at the Urban State University (USU). According to the author, it is important to remember that USU remains true to its original impulse to seek out and support those youth whose race or immigration or depressed economic status denies them higher education and even the expectation of it.

Chapter 4 of the book "Readin' + Writin' for the Hard-Hat Crowd: Curriculum Policy at an Urban University" is presented. It focuses on the changes made to the Great Books curriculum offered at the Urban State University (USU). The dissatisfaction of the English Faculty with student response to the curriculum led them to push for a major change of the curriculum of Introductory English. However, individual attempts at reform were fragmented, ergo it took years for the department to gain any sort of consensus about a new curriculum.

Chapter 13 of the book "Social Education in the Twentieth Century: Curriculum and Context for Citizenship" is presented. It discusses how social studies might educate citizenship in the U.S. after the terrorist attacks on September 11, 2001. The chapter also presents several hypotheses on social studies curriculum change. A combination of curriculum change and reforms in teacher education with regard to globalization is recommended.

Chapter 7 of the book "Social Education in the Twentieth Century: Curriculum and Context for Citizenship" is presented. It describes the effort of speakers and scholars at the Cubberley Conference at Stanford University to change the state of social studies in the U.S. The chapter also describes two critical moments, moment of anticipation and moment of assessment, in the reform of the social studies curriculum.

Chapter 4 of the book "Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses," by William F. Pinar, William M. Reynolds, Patrick Slattery, and Peter M. Taubman is presented. It explores the role of child-centered Pogressives, Marxist and neo-Marxist in the reconceptualization of the curriculum in the U.S. during 1970s. It examines the function of cultural revolution in the country's curriculum reconceptualization.

Chapter 7 of the book "Quality Teaching and Learning: Challenging Orthodoxies" is presented. It discusses large-scale, top down and grassroots changes in different schooling contexts and purposes that achieved limited success because the assumptions embedded in schooling system and those held by teachers are not addressed. Systematic change needs to challenge existing values and assumptions, beliefs and practices. It states that change cannot happen without active involvement and support of teachers.

Chapter Eight of the book "Sixties Legacy: A History of the Public Alternative Schools Movement, 1967-2001," by Richard Neumann, is presented. It explores the impact of the economic recession and stagflation with high rate of unemployment on national economy and education in the U.S. during 1980-1990. It accounts the reductions in elective courses in secondary schools and arts programs as well as decreases in curricular differentiation.

Chapter Eight of the book "Internationalization of Curriculum Studies: Selected Proceedings From the LSU Conference 2000," edited by Donna Trueit, William E. Doll Jr., Hongyu Wang, and William F. Pinar is presented. It describes Reform 94, the new curriculum reform of Norway, and explores its intentions and ambitions. It presents an analysis on the content of the reform, as well as its impact on secondary education.

Chapter 4 of the book "Technology, Innovation, and Educational Change: A Global Perspective" is presented. It highlights the educational changes that are connected with the use of information and communications technologies (ICT) . It explores cases in which ICT is used in curricular changes within subjects such as math and physics or in other subjects that are integrated thematically. Furthermore, the impact of ICT on the assessment results of students and teachers is discussed.

This article examines two major challenges that beset contemporary social work education, namely, rapid and dramatic macro-level changes that are occurring in the social, political, economic and demographic realms and, also, the slow speed at which curriculum changes occur in institutions of higher education. Primarily employing managed care as an example, a series of recommendations are offered to improve social work education concerning health care. Among them are more efficient mechanisms for introducing curriculum changes, greater emphasis on research and evaluations skills, systematic monitoring of health care programs, preparation of public impact reports, better utilization of modern information technologies, and the introduction of mini-courses that can be adapted readily to emerging health care and educational needs. [ABSTRACT FROM AUTHOR]

Chapter IX of the book "Pedagogy of Becoming," edited by Jon Mills is presented. It address the future of education through the proliferation of technologies affecting the market economy of higher education. The authors argue that the practical needs of the students should be addressed including the availability of teachers and curriculum reform.

The article focuses on the inclusion of the Swahili language to the educational system of the U.S. Out of the call for curriculum changes, the educators find possible answers toward the students end. One of its programs is the Swahili language as demanded by a number of young blacks. Its promotion is not only in its use but also deliberate efforts are made throughout the world to include it in education curriculum for higher institutions of learning.

An essay on the national movement to reform the science and mathematics education in the U.S. is presented. It examines the Curriculum Reform programs in American schools and the benefits that they offered to the American education. It explores the factors that lead to the disappearance of Curriculum Reform projects in the U.S. educational system.

The article presents information on the U.S. Standards for Foreign Language Learning. The Standards for foreign language learning establish goals and expectations for learners by defining what students should know and be able to do as a result of language study. Standards designed by foreign language educators serve to raise student achievement levels, to provide a framework for curriculum design, and to improve instruction. They are closely tied to performance assessments in contrast to minimal standards set by nations or school systems that are measured by normative or standardised tests. In the United States, foreign language standards were developed simultaneously with standards in other disciplines as part of a federal initiative whose purpose was to influence the quality of instruction and student performance in various states. The standards expand foreign language learning into goal areas beyond separate skills of listening, speaking, reading and writing and, although the standards build upon concepts embodied in the communicative approach or the proficiency movement, they attend to additional learning areas such as cultures, content-based instruction, intercultural competence and language for specific purposes.

This article discusses the ongoing changes in the field of environmental education. There have been many recent developments at the levels of policy, practice and organization that raise new issues for the field of environmental education--issues not countenanced to the same extent even ten years ago, and in the light of which the past definitions are regarded as problematic. For example, recent international meetings have asserted a strong social change agenda for environmental education that challenges the adequacy of the field's historical disciplinary relationships. The approach in this article is to present a sample of contemporary international developments in policy and practice in environmental education and then to consider some of the larger-scale issues, which shape and constrain the relationship between policy and practice in this field. One of the relationships that shapes the ways in which environmental education is conducted in educational institutions is that between environmental education and science education. Environmental education has assumed different guises in the curriculum of different schools and centers. For many people there is a strong relationship between environmental education and science education.

This article discusses the relationship of feminism to curriculum. Curriculum is commonly understood as a course of study or a syllabus. Even though these encoded versions of curriculum, which exclude student activity, pedagogy and classroom discourse, seem superficial, even they have the power to reveal what people think about the world and how they think about it. Every time a syllabus is drawn up and a list of topics to be covered is developed, the author of this work is saying this piece of the world, and not that, is worthy of notice. Curriculum--of any sort--provides an index to what matters to someone who has the power to determine that it should matter to someone else. When curriculum is conceived as comprehending all the aspects that constitute a particular educational experience--selection of the phenomena to be studied, of representations of that phenomena, of modes of operating on that phenomena, of social interactions, assessment--then its capacity to reveal how people live and think is even greater. The relationship of feminism to curriculum is profound, for what it means to be a man or a woman has a great deal to do with how human beings think about and experience their worlds.

A preface for the book "Conversations of Curriculum Reform: Students' and Teachers' Voices Interpreted Through Autobiographical and Phenomenological Texts," by Kathryn M. Benson is presented.

A bibliography on the subject of abortion is presented, which includes the books "Research With Reach: A Research-Guided Response to the Concern of Educators," by M. Driscoll, "Curriculum and Evaluation Standard for School Mathematics," and "How to solve it," by G. Poyla.