Abstract
In the structure of any given curriculum, there are terms that must be clarified in order to accurately address the nature of the materials being taught. However, in the development of the curriculum itself there are also terms that need expression, so that the educator and the students alike will be able to acknowledge the purpose of the education process and the methods being used to deliver the materials at hand. This paper defines and describes ten terms and their impact on the educational process.

Abstract
This paper reviews 'curriculum frameworks: constructing a common body of knowledge', a model that was implemented only in theory. The paper compares this model to the present model in the New York City Department of Education.

Outline:
Objective
Introduction
The Curriculum Frameworks
Principles of the NYC Curriculum Framework
A Vision for the Twenty-First Century
Diagram of an Educational Community Reflective of a Teacher Educational Platform in the Poorest Area of NYC's South Bronx

From the Paper
"The vision of tomorrow's adults is what sets the goals nationally for education. Answering as to what skills and knowledge tomorrow's graduates will need to possess in order to succeed is a critical question to answer with clear focus on tomorrow's world. Education that is "effective, meaningful, and lasting" will serve to prepare the student to succeed in a world that is characterized by "increased diversity, technological change, and global economic interdependence." The student of today must gain through education the cognitive awareness and knowledge to truly appreciate the diversity in cultural heritage throughout the globe and have the capacity to respect the experiential differences that exist in terms of ethnicity and cultural diversity enabling them to work in collaboration and this too in a rapidly changing technological environment that requires integration of appropriate technologies to succeed at their tasks. Tomorrow's graduates must be flexible, technologically savvy, and possess the ability to collaborate in an environment that is ever-changing and ever-diverse."

Tags:technological, environment, student, special, needs, adult

Abstract
This paper summarizes the position made by Allan Bloom, author of "The Closing of the American Mind ", regarding the agenda of certain universities that construct a core curriculum. The paper points out that Bloom believes these core curricula, which focus on a certain canon of books and authors that have been quantified over time as "great literature", are beneficial to young scholars. The paper also summarizes arguments made by proponents of multiculturalism in education, which contend that Bloom's position is xenophobic and narrow-minded. The paper then goes on to suggest a form of independent study that would meet the criteria suggested by proponents of a core curriculum, as well as the criteria suggested by proponents of a multicultural education.

From the Paper
"Given the subjective nature of what is canonical and non-canonical, it is tempting to dispense with the need for a common core in education at all "why not leave it up to the student, to chose his or her own classes and course of study" Although some institutions have opted for this, even from a social and psychological point of view, some multicultural educators might suggest that this is the wrong approach. Don't younger students need some guidance? After all, many of them are still attempting to find out what they are interested in. It is easy to simply be rid of a common core curriculum, or simply to include skills classes that teach writing or other exercises in methodology, without attempting to create the foundations for the education in any particular cannon let the student create his or her own canon, or wait for society to reconstitute a more multicultural canon, one might say."

Tags:university, graduates, institution, knowledgeable, basic, skills, learning, scientific

Abstract
This paper is a research proposal that hypothesizes about the attitudes of teachers towards implementing character education programs in elementary schools and on the overall approach that most elementary teacher currently have when implementing the character education programs in both the for-profit elementary institutions and the non-for-profit elementary institutions. Next, the author reports an extensive literature review centered around the use of cooperative work groups (CWG) and the instruction of interpersonal abilities. The paper concludes with another extensive literature review of research methodology in general and suggestions of how this research will be executed.

Table of Contents:
Introduction
Rationale
Hypothesis
Characteristics Developed for Civic Contributions of Students
Financial Proportion of For-Profit and Non-Profit Elementary Institution
Standard of Job Opportunities after Graduation
Aims and Objectives behind For-Profit Educational Institutions
Aims and Objectives behind Non-Profit Educational Institution
Criterion of Admission
Education Standards
Literature Review
Cooperative Work Groups (CWG)
Preparing a Component of CWG
The Execution of a Successful CWG
Financial allocation and Character Education
The Nature and Purpose of Communication in the Character Education Curriculum
Obstacles to Communication in an elementary character education setting
Solutions for the Character Development Problems
Designing and Implementing Cooperative Work Groups (CWG)
Instruction of the Interpersonal Abilities
Constructive Inter-Reliance
Individual Responsibility
Group Management
Methodology
The Research Process
Research Philosophy
Research Approach
Research Strategy
Time Horizons and Research Type
Data Collection Methods
Primary Data Collection
The Questionnaire
The Interviews
Sample Description
Data Quality Issues
Analyzing the Data
Questionnaire
Interview and Questionnaire
Conclusion

From the Paper
"The teachers also have to keep a close eye on the accurate performance of the character development experienced by the students. All individual roles that the students take and act on have to be taken seriously by the entire group at all times. This might be difficult for the students initially but the teachers have to make sure that they develop the character and the skills to engage their teammates at all times during the performance of a task. Furthermore, the teachers should always keep an open mind about mistakes or bad decisions even on their parts. CWG is a new concept and its application might prove to be difficult within the domain of character education but with time both the teachers and the students will be able to develop their traits and skills needed to excel within the CWG setting and learn more and efficiently from it."

Tags:interactive, biased, schedule, communication, justifications

Abstract
This paper highlights some of the serious issues that educators have to take stock of before sanctioning new curriculums. The paper suggests that Orientalism in education is well and alive and, hence it is incumbent upon planners and designers of educational content to familiarize themselves with its subtle discourse in order to confront it. It focuses on the issues that govern the planning and design of educational content from an Orientalist viewpoint.

Table of Contents:
Introduction
The Educational Discourse
Social "Realities" Constructed by the Media
The Power of Definition and the Challenge of Habitus
Curriculum Discourses and Eurocentric Yardsticks of Measure
The Impact of Globalization on Education
Conclusion

From the Paper
"It is relevant to our mammoth undertaking which can by no means be exhaustive to ask the question, why should planners and designers of education content be wary of the pernicious effects Orientalism? Part of the answer is to recognize that Orientalism, at a fundamental level and from its inception, has juxtaposed two oxymoronic pursuits: an interest in non-western societies with a simultaneous contempt for them and the conviction that "Orientals" were unfit to analyse and arrange their own cultures. The contributions of the "Other" were negated and stifled. The enormous consequences this biased discourse can have on the self-esteem and dignity of the Orientals is effectively summarized by Martin Luther King, Jr. in his autobiography where he takes issue with the history books which, in his days, had completely turned a blind eye to the contribution of the blacks and thus resulted in buttressing their sense of inferiority and perpetuating what he called the "anachronistic myth of white supremacy". How many, he argued, were aware of the fact that the first man to fall in defence of America during the War of Independence was a black man called Crispus Attucks, or that it was a Negro physician, Dr. Daniel Hale Williams, who is credited with being the first surgeon to perform a heart operation in the USA? (Carson 1999)."

Tags:multiculturalism, teaching, classroom, subject

Abstract
In this article, the writer highlights how encompassing curriculum setups that utilize the phenomenon of collaborative learning (CL) can allow the students to attain a more astute, intelligent, appropriate and evocative educational standard. The writer first explains what CL is and how it works. The paper highlights different case studies that have been carried out under different circumstances and with different approaches of CL and then highlights how these support or refute the statement that the use of CL helps build a stronger and widened educational horizon. The writer concludes that the results show that the overall impact of the use of CL has been welcomed and has been constructive in most regions and faculties. All of the case studies highlighted in this paper show that the overall student performance, student satisfaction, communication, intelligence and grasp of the subject increased more so with the use of CL strategies as opposed to conventional teaching techniques.

Outline:
Introduction
Case Studies in Support of the Use of Cooperative Learning
Conclusion

From the Paper
"Interpersonal and small-group proficiencies include individual characteristics like listening to all members, mutual decision-making, allocating and taking liability, a two-way response structure, and shared support. These can be instigated in the students by developing methods where the children can work cooperatively and in a united manner. The supportive face-to-face communication as the name suggests is a very personal nose-to-nose discussion that takes place within every team and amongst its members. Usually this discussion is done on relevant and related subjects. Constructive inter-reliance basically means trusting your teammates that you work with to attain a specified goal. Individual responsibility as the name suggests is taking responsibility for one's own contribution in the attainment of a task. Group management in its fundamental form is mainly a monitoring and evaluation process of the level and degree of success that the group is achieving in the attainment of its goal. Many researchers have highlighted the following elements as also influential in creating a successful CL experience ..."

Tags:students, educational, standard, support, groups

Abstract
This in-depth and thorough study examines the problem that American students lag behind others in reading and maths skills. The study involves a detailed exploration of the literature on motivating learning, with a focus on new constructivist philosophies and techniques. These are used to construct a revised curriculum plan for a brief unit combining work with both math and reading. From this plan, two sample lesson plans were developed.

Abstract
Introduction
Historical Context
Goals and Rationale
Review of the Literature
Motivating Learning
Constructivism
Lay-out of Theme
People to Study
Problems
Lesson Plans
Conclusion
References

From the Paper
"In comparison with students in other parts of the world, students in the United States have lagged behind in some areas, including science, math, and languages. There are several problems associated with this, as well as with low test scores on standardized achievement tests. There are schools with inadequate funding and resources, failures in the teaching process, and lack of linkage between schools and communities. One other problem is the lack of interest on the part of students. This is the problem explored in this study. Pierce (1994) discussed this problem in regard to at-risk students. She noted that while the classroom is often a dull place for many students, for at-risk students, it can be profoundly alienating. This alienation is at least partly the result of out-of-school conditions which teachers cannot control. The alienation is reinforced if schools and classrooms focus on standardized testing and immediate learning outcomes, rather than on creating an environment in which students can thrive."

Tags:motivation, curriculum, teacher, student, lesson

Abstract
This proposed Independent Learning Program (ILP) focuses on using constructivist methods to uncover the inherent motivation to learn of elementary school students. The emphasis is on devising units and lessons plans, which combine reading and math in ways that call forth the students' innate curiosity. The paper explores the literature available on motivating learning, with a focus on new constructivist philosophies and techniques. These are used to construct a revised curriculum plan for a brief unit combining work with both math and reading. From this plan, several sample lesson plans are more fully developed.

Table of Contents:
Abstract
Introduction
Problem Statement
Historical Context
Goals and Rationale
Population Addressed
Methodology
Review of the Literature
Motivating Learning
Constructivism Body
(Revised Curriculum)
Eight-Week Unit of Exploration in Math and Science
People to Study
Sample Lessons Plans
Conclusion

From the Paper
"Through this assessment process, the teacher may learn that students understand basically how numbers can be used in daily life - as with making change in stores - but do not really understand numbers as abstractions, or make connections with numbers and other aspects of life. They may express their belief that numbers are irrelevant in their concept maps, or that learning arithmetic has no relationship to their interests or their daily lives. This is the starting point for the design of the curriculum."

Tags:remedial, support, instructor, concept-mapping

Abstract
"The Peace Corps education program is a beacon of light in the international community. Daily, Peace Corps volunteers overcome the challenges of culture shock, scarce instructional resources, and interpersonal relations to teach a wide range of subjects from English to new housing construction.

From the Paper
"The Peace Corps education program is a beacon of light in the international community. Daily, Peace Corps volunteers overcome the challenges of culture shock, scarce instructional resources, and interpersonal relations to teach a wide range of subjects from English to new housing construction. Volunteers insist that they have learned more from their host countries than they themselves have contributed.
The Peace Corps is an agency of the U.S. government. Established in 1961, the Corps has three goals. The first is to provide trained manpower for Third World nations. The second goal is to teach foreign people about American culture, through contact with Americans. And the third goal is to afford volunteers the opportunity to learn about other cultures, again through firsthand contact. The education function of the Peace ..."

Abstract
This paper explains that science education in kindergarten presents the most basic ground for students to understand that science involves them in a dynamic formation of concepts and explanations. The author points out that one teaching approach is the traditional teacher-directed form, used mainly with older students, and the other approach is the informal constructive model, which uses child-initiated activities. The paper underscores that there is no concrete research findings on which of the two approaches are more appropriate to use in kindergarten science education. Rather, many preschool classrooms employ a blend of the two teaching disciplines. The author presents the use of realias, realistic objects common in the environment, as an outstanding tool to teach children scientific concepts.

From the Paper
"The scientific method can already be taught as early as child's kindergarten years. Kindergarten students must start their study of science using their five senses to observe their surroundings. The class must be set up in such a way that it would provide a motivating atmosphere where students learn to explore the physical world around them. Their natural inquisitiveness often leads them to investigate the world by observing and operating objects that are common in the surroundings. In addition, children learn to deduce their observations by gathering bits of information or data for them to base their scientific explanations."

Tags:constructive, child-initiated, blend, realia, dark