THE HANOI DECLARATION

adopted at the Asia-Pacific Regional Conferenceon Dialogue among Cultures and Civilisationsfor Peace and Sustainable DevelopmentHanoi, Vietnam – 20 and 21 December 200

The Teaching and Learning Cycle: Integrating Curriculum, Instruction, and Assessment

The philosophies of educators and government entities guide the teaching and learning cycle of curriculum, instruction, and assessment. The educator’s worldview plays an important part in developing these concepts which is demonstrated throughout history. Studying the history of the educational philosophers reveals their beliefs about curriculum, instruction, and assessments and the effects on education today. It shows the importance of integrating all three concepts in the educational process creating the teaching and learning cycle

Plotting a New Course

After months of review by faculty and administrators, the School begins the millennium with a newly approved curriculum that includes intensive instruction in legal analysis and writing

Facilitating economic development through the reform of economic instruction

Economic development in many ways depends on the level of human capital in the national economy, including that of economists. Market reforms in the former Soviet Bloc urged drastic changes in economic curriculum necessary to prepare the next generation of economic leaders. This paper states that the reform of economic instruction in the Former Soviet Union should focus on both learning and action. The incorporation of mathematical methods into the new economic curriculum will occur based on close cooperation among mathematicians and economists. The new economic instruction will have an interdisciplinary character and a multidisciplinary setting. There are several second order organizational changes that need to be made. Bachelor and Master’s Degrees should replace the five-year degree. Changes in the curriculum should include separation of core courses and electives including those from other majors, detail-oriented content of the courses, a decreased number of classes per semester and increased time for each class. Faculty retraining should be coordinated both within and between the universities. Financial incentives should be created to encourage the instructors to participate in retraining, to change the content and method of the instruction, and to work effectively in the classroom.economics, economic instruction, education, reform, transition

Out of the Debate and Into the Schools

Explores how practices and strategies at pilot and charter schools with autonomy in governance, budget, staffing, professional development, scheduling, and curriculum and instruction lead to different outcomes from those at traditional public schools

The Luna Curriculum: Research-Based and Student-Centered Language Arts and Math Instruction for Grades 3-5

The Luna Curriculum (Bonin, 2016) was designed for use as Tier I or Tier II instruction in grades 3-5 classrooms. The Luna Curriculum provides a framework for providing effective instruction through the integration of a variety of research-based and research-tested teaching methods including; the CRA method of math instruction, math literacy, word sorts, interactive notebooks, strategy instruction, scaffolding, and assessment. With diagnostic assessments included within the curriculum, educators can easily assess where their students are in the Luna continuum and begin instruction. The Luna Curriculum also has The Extremely Complicated Universe series, original short stories that integrate the math and language arts concepts learned throughout the curriculum in a story format. Students will practice their skills while reading about Garrett and Stefan, two middle school students that help solve environment problems in the Extremely Complicated Universe. The Luna Curriculum is an important instructional resource for upper elementary teachers who are looking to provide research-based intervention instruction to their students in an engaging manner

Reform of Economic Instruction in the Former Soviet Bloc

This article suggests that the reform of economic instruction in the Former Soviet Union should focus on both learning and action. The incorporation of mathematical methods into the new economic curriculum will occur based on close cooperation among mathematicians and economists. The new economic instruction will have an interdisciplinary character and a multidisciplinary setting. There are several second order organizational changes that need to be made. Bachelor and Master’s Degrees should replace the five-year degree. Changes in the curriculum should include separation of core courses and electives including those from other majors, detail-oriented content of the courses, a decreased number of classes per semester and increased time for each class. Faculty retraining should be coordinated both within and between the universities. Financial incentives should be created to encourage the instructors to participate in retraining, to change the content and method of the instruction, and to work effectively in the classroom.economics, economic instruction, education, reform, transition, former Soviet Bloc

Implications of Negotiated Teacher Agreements for Curriculum and Instruction in Tennessee

This study was an analysis of the 1980-81 negotiated teacher contracts in Tennessee to determine the extent and nature of items relating to curriculum and instruction. Using an instrument entitled, A Taxonomy for the Analysis of Collective Bargaining Agreements with Regard to Implications for Curriculum and Instruction devised by Raymond E. Babineau, the following information was obtained: the uses made of the terms curriculum and instruction; the elements of articles relating to curriculum, instruction, and evaluation; the percentage of negotiated teacher contracts containing curriculum, instruction, and/or evaluation articles; and correlations between the number of curriculum, instruction, and/or evaluation articles and specific school system characteristics. Data from the sixty-five contracts were classified, quantified, and compared, and the Pearson Product Moment Correlation formula was applied to determine relationships. The findings were: (1) The terms curriculum and instruction were most frequently used as the modifier of a noun with a basic consistency in the definition of each term. (2) Some 49.23 percent of the contracts analyzed contained items relating to curriculum with the area of a curriculum council highest in frequency. (3) One-hundred percent of the contracts analyzed included instruction items with the areas of student discipline and working conditions highest in frequency. (4) Some 81.53 percent of the contracts included evaluation items with the summative evaluation of teachers highest in frequency. (5) A significant relationship at the .20 level was found between the maximum teacher salary and the number of instruction items. (6) A significant relationship at the .10 level was found between the average teacher salary and the number of instruction items. (7) A significant relationship at the .10 level was found between the expenditure per pupil and the number of instruction items

Implications of Negotiated Teacher Agreements for Curriculum and Instruction in Tennessee

This study was an analysis of the 1980-81 negotiated teacher contracts in Tennessee to determine the extent and nature of items relating to curriculum and instruction. Using an instrument entitled, A Taxonomy for the Analysis of Collective Bargaining Agreements with Regard to Implications for Curriculum and Instruction devised by Raymond E. Babineau, the following information was obtained: the uses made of the terms curriculum and instruction; the elements of articles relating to curriculum, instruction, and evaluation; the percentage of negotiated teacher contracts containing curriculum, instruction, and/or evaluation articles; and correlations between the number of curriculum, instruction, and/or evaluation articles and specific school system characteristics. Data from the sixty-five contracts were classified, quantified, and compared, and the Pearson Product Moment Correlation formula was applied to determine relationships. The findings were: (1) The terms curriculum and instruction were most frequently used as the modifier of a noun with a basic consistency in the definition of each term. (2) Some 49.23 percent of the contracts analyzed contained items relating to curriculum with the area of a curriculum council highest in frequency. (3) One-hundred percent of the contracts analyzed included instruction items with the areas of student discipline and working conditions highest in frequency. (4) Some 81.53 percent of the contracts included evaluation items with the summative evaluation of teachers highest in frequency. (5) A significant relationship at the .20 level was found between the maximum teacher salary and the number of instruction items. (6) A significant relationship at the .10 level was found between the average teacher salary and the number of instruction items. (7) A significant relationship at the .10 level was found between the expenditure per pupil and the number of instruction items