CCTV RECORDING IN THE CLASSROOM

Much of the television work in institutions involved in teacher training is concerned with recording observation material in schools. This article outlines the various conventional methods available for recording classroom situations, discusses the problems involved and describes a portable two‐camera unit developed at Madeley College of Education specifically for classroom recording     

TESTING THE CURRICULUM IN ITS NATURAL SETTING

In “Education, liberation and the church,” Paulo Freire uses the metaphor of apprenticeship to describe a form of liberative education for people of faith who begin to discover the ways in which they benefit from the systemic oppression of other human beings. As depicted in ten oral history interviews conducted with the organization's staff, board members, and volunteer supporters, the National Farm Worker Ministry emerges as a contemporary example of Freirian apprenticeship that can offer valuable insight to those seeking to promote similar educational experiences.     

THE HUMANITIES CURRICULUM IN THE COMMUNITY/JUNIOR COLLEGE

The purpose of this study was to examine the status of the humanities curriculum in the nation's community and junior colleges. Data on course offerings and enrollments in humanities’ courses (e.g., foreign languages, history, literature, philosophy) were obtained in spring 1975 and spring 1977 from a representative national sample of 178 two‐year colleges. Among the findings reported were: (1) during the same time period that two‐year colleges experienced a modest enrollment increase (7.4%), enrollments in 7 of the 12 humanities areas studied actually decreased; and (2) the humanities courses offered at most two‐year colleges were extremely limited both within and across subject areas. Recommendations on how humanities departments can increase their course enrollments are offered.     

教师参与课程变革管窥

基础教育课程改革给教师带来了全新的挑战和极好的发展机遇。教师作为课程实施的主体参与课程变革已成为不争的事实。教师参与课程变革的前提是改变自身，这对教师是巨大的挑战：对教师情感的冲击，要求提高课程意识和课程开发能力。同时新课改为教师提供了参与课程变革、创造性发挥教育智慧的空间，从而可使教师充分体悟其生命意义所在。     

AMERICAN RACISM: THE NULL CURRICULUM IN RELIGIOUS EDUCATION

Religious educators, in neglecting to account for race in their theories, have ignored the historical legacy of institutional racism. In fact, religious education has demonstrated an inadequate response to race and racism throughout its history. As evidenced by slavery and immigration history in the United States, race must be seen as a sociohistorical and legal construction. Its influence goes beyond the assimilationist ideology taught in early Methodist curricula. The article suggests that the Bible can be a rich multicultural curriculum resource because of its positive treatment of Africans.     

CURRICULUM ASSESSMENT: CONSTRUCTIVIST PRIMARY MATHEMATICS CURRICULUM IN TURKEY

Many national and international studies put forward the idea that primary education in Turkey is questionable in many aspects. As a result, the Ministry of National Education changed primary curriculums in 2004 in Turkey. The curriculum for primary mathematics was redeveloped taking into consideration constructivist theory of education. The purpose of this study is to assess the qualities of the 2004 mathematics curriculum using a goal-oriented curriculum evaluation model in which the intrinsic value of the curriculum is examined in terms of its qualities and success depending on teachers’ perspectives, as they are one of the most important elements of the teaching–learning situation. The results show that the qualities of the 2004 mathematics curriculum match the criteria of a constructivist curriculum as set out in the literature. Also, the level of performance expected from the teachers’ perspective as those who instruct in the curriculum is very high. The results point to the fact that the 2004 mathematics curriculum may be considered as a positive change even if there is room for improvement in all aspects.     

教学技术在新课程实施中的问题与对策

教师教学技术水平的高低直接影响着新课程改革的结果。本文在对新课程和教学技术的核心内容进行表述的基础上，论述了新课程教学中整合教学技术的相关问题：人本主义教学的核心思想；新课程以人为本思想在教学结果上的具体表现；我国现阶段在新课程改革中面临的教学技术问题及对策；教育技术专业人员在新课程改革中的作用等。     

WRITING ACROSS THE CURRICULUM PROGRAMS IN NEW JERSEY'S PUBLIC COLLEGES

Since 1976 in response to growing concern about college students’ writing abilities, faculty development programs on writing across the curriculum have arisen in a number of two‐ and four‐year colleges throughout the United States. This movement, for it seems to be one, has its roots in a similar movement that began more than 15 years ago in British secondary schools. This paper first reviews briefly the early history of the movement in England and compares the movement there to the one now under way in U.S. higher education. It then presents the results of a questionnaire survey of New Jersey's public two‐ and four‐year colleges undertaken in the spring of 1979. The purpose of the survey was to determine whether and to what extent New Jersey's public colleges had started or were planning to start development programs designed to bring groups of faculty together, across disciplines, to discuss problems relating to student writing performance and to develop specific interdisciplinary plans for solving these problems. In addition, information is presented about the nature of the steps taken in those institutions that reported having initiated such programs and about the efforts to evaluate the impact of these programs. Finally, conclusions are drawn about the state of writing across the curriculum programs in New Jersey public higher education and recommendations are made for further action in this direction.