(1999). Principles at Work. Measuring the Success of the Coalition of Essential Schools. 1999-2000 Report. This brochure provides an overview of the Coalition of Essential Schools (CES). CES is a growing network of over 1,200 schools and 20 regional support centers that promotes higher student achievement. The CES arose out of "The Study of American High Schools," led by Theodore R. Sizer, and began with 12 schools in 1984. Today, CES membership includes elementary, middle, and high schools in 39 states. The pamphlet describes the CES network and how CES centers and CES schools are connected to the national headquarters. It lists the ten common principles of CES: learning to use one's mind well; less is more, depth over coverage; goals apply to all students; personalization; student-as-worker, teacher-as-coach; demonstration of mastery; a tone of decency and trust; commitment to entire school; resources dedicated to teaching and learning; and democracy and equity. The text describes diversity in CES and discusses how CES are designed to ensure that students are recognized by…

Wishnietsky, Dan H. (2001). American Education in the 21st Century. This book examines American education at the turn of the new millennium. It reviews its history and suggests, in broad terms, where it may be headed in the 21st century. Topics considered include a brief survey of the education "scene" today, the notion of a global village and ramifications for a global curriculum, technology related to globalism, diversity and equity issues, ideological and political issues, economic matters, the health of students, and lifelong learning. Specific examples help make major points of thought meaningful. Matters of contention discussed include separation of church and state, instruction based on pedagogical values instead of politics or ideology, topic-specific content knowledge versus critical thinking, political correctness, and different types of schooling. Instructors need to stay current with continuing developments in world events, technology, and the ever-changing cultures, societal values, international relations, and diverse…

Smith, Robert William (1994). Preparing Teachers for Diversity: The Challenges of Teaching Multicultural Education. An elective graduate course on multicultural education in a teacher education program had two main goals: (1) to develop student awareness of the ways in which race, class, and gender affect educational achievement; and (2) to encourage students to challenge social inequality and promote an acceptance of cultural diversity. A social reconstructionist view of multicultural education was presented, in which the inequalities in educational achievement were connected to larger issues of equity and justice in society. In order for teachers to be able to help others clarify their identities, they must first understand their own personal and cultural values and identities. Students were asked to write a social identity paper, school experience paper, research paper, and course summary, which reflected on their reaction to the course and developed a plan of action to support the learning experiences of a diverse student body. Three challenges in teaching this course included: expressing and… [PDF]

Lipkin, Arthur (1996). Resources for Education and Counseling Faculty. Project for the Integration of Gay & Lesbian Youth Issues in School Personnel Certification Programs. A series of professional development workshops for the faculty of personnel certification programs was prepared at the request of the Massachusetts Department of Education. The new equity standards in teacher and administrator certification in Massachusetts call for instruction in gay and lesbian issues. This resource manual presents materials to be used in these workshops or in other professional development related to gay and lesbian student issues. The following are included: (1) excerpt from the "Massachusetts Teacher Certification Regulations"; (2) the Massachusetts Student Rights Law (Chapter 76, Section 5); (3) descriptions of six university programs or courses, from Amherst and Harvard Universities (Massachusetts) and the University of California, Berkeley, used to develop awareness of student diversity and the rights of gay and lesbian students; (4) excerpt from "Alone No More; Developing a School Support System for Gay, Lesbian and Bisexual Youth"… [PDF]

Rodriguez, Yvonne E.; Sjostrom, Barbara R. (1997). Cultural Moments: A Teaching Strategy for Preparing Teachers for Cultural Diversity. Students in the Elementary Teacher Education Program at Rowan College (New Jersey) are predominately White and have had little previous contact with minority communities. Reflective classroom activities have been developed to facilitate critical reflection on teaching for diversity and to raise consciousness regarding educational equity. In one such exercise, the "cultural moment," students are asked for reflection about a personal experience of being in a minority status and about an experience that was bicultural, cross-cultural, or intercultural and then to respond to questions about their feelings in these situations, their understanding of the norms and roles of the group, and their own belief system and how it differed from that of the group. Field observations were made of teacher candidates in their student teaching placements (10 in urban schools and 10 in suburban or rural schools) using the Praxis III: Performance Assessment for Beginning Teachers and a pre- and… [PDF]

Banks, Cherry A. McGee, Ed.; Banks, James A., Ed. (1989). Multicultural Education: Issues and Perspectives. The purpose of this six-part curriculum of articles was to provide future teachers and in-service teachers with the knowledge, insight, and understanding needed to work effectively with both male and female students, with exceptional students, and with students from various social classes and religious, ethnic, and cultural groups. A major assumption is that substantial reforms must be made in schools to give each student an equal chance to succeed academically. These reforms are conceptualized as an institutional process that involves changing the total school environment through multicultural education. Part I, \Issues and Concepts,\ concerns the implications of culture for teaching in a pluralistic society, and comprises the following chapters: (1) \Multicultural Education: Characteristics and Goals\ (J. A. Banks); (2) \Culture: Its Nature and Meaning for Educators\ (B. M. Bullivant); and (3) \Race, Class, Gender, Exceptionality, and Educational Reform\ (C. A. Grant and C. E….

Lang, Daniel W.; Zha, Qiang (2004). Comparing Universities: A Case Study between Canada and China. Higher Education Policy, v17 n4 p339-354 Dec. Diversity among institutions or, at least, institutional types, is a policy objective that most systems of higher education pursue although to different degrees. North American colleges and universities, for example, are among the most diverse in the world. In the East, Chinese universities have until recently tended to be highly homogeneous. At the same time, both systems are concerned about equity of access, the quality of educational opportunity, and the role of higher education in worldwide economic competition. Individual institutions, for a variety of reasons, ranging from accountability to the allocation of scarce resources, attempt to compare or "benchmark" themselves against other institutions. Although diversification and benchmarking involve measurement, classification, and the selection of peers, they often work against one another. League tables and rankings, which are the most evident and accessible manifestations of benchmarking, tend to encourage isomorphism… [Direct]

Garden, Carol F. (1992). Early Childhood Care and Education Reforms in New Zealand. In response to parents' needs, New Zealand has developed a diverse range of early childhood care and education services. These services include kindergarten programs; child care centers with trained staff; play centers that are parent cooperatives; Te Kohanga Reo (Maori speaking centers) located on tribal property; home-based networks (clusters of homes under the supervision of chartered home-based care arrangers); preschool classes in primary schools; the early childhood department of the New Zealand Correspondence School; and play groups funded by the Early Childhood Development Unit. Although these services are commendable, there are problems of fragmentation, inequality, and unacceptable diversity in the range of standards within and between services. In 1988, the government of New Zealand focused on goals of equity, quality, efficiency, effectiveness, and economy in its early childhood services. Policies were set to establish: (1) regulations, codes of practice, charter… [PDF]

(1995). Women & Medicine. Physician Education in Women's Health [and] Women in the Physician Workforce. Fifth Report. This report examines the quality of physician education in health care for women and efforts to promote equity in the status of women physicians. Part 1 identifies five general findings concerning health needs of women (e.g., women receive fragmented, uncoordinated care and there have been gender inequalities and biases in research), suggests components of a new paradigm in women's health, and identifies competencies needed by physicians in women's health. It notes demographic shifts that affect health services for women such as the increasing number of single parent families and increased diversity. Part 2 provides an overview of the status of women physicians in the training, academic, and practice environments. This section explores the impact of the increasing numbers of women in the medical profession, their practice characteristics, and the remaining barriers to career advancement for women physicians. It reports such findings as the increasing number of women in the… [PDF]

Lotto, Linda S. (1982). Revisiting the Role of Organizational Effectiveness in Educational Evaluation. Organizational effectiveness ought to play a role in educational evaluation, and the development of alternative perspectives for viewing organizations could be a starting point for revisiting organizational evaluation in education. Five possible perspectives and criteria for evaluating organizations have been developed. If an organization is viewed as an incentive exchange, it could be evaluated in terms of the diversity, equity, and spread of the incentives. If an organization is viewed as an organized anarchy, it could be evaluated in terms of the provision of forums for open discussion, its ability to act, and interpretation of its history. If an organization is viewed as sensemaking, it could be evaluated in terms of its congruence, richness, and access. If an organization is viewed as organizational coupling, it could be evaluated in terms of the buffers it provides, its leadership flexibility, and issue saliency. If an organization is viewed as intraorganizational power and…

Cahill, Michele; And Others (1987). In School Together. School-based Child Care Serving Student Mothers. A Handbook. Each year, half a million teenagers become mothers in the United States. School-based child care programs are a positive way for educational institutions to encourage young mothers to return to or stay in school, prepare for employment, and acquire accurate information about child development and appropriate parenting practices. This handbook was designed to be a practical "how-to" guide for creating school-based child care centers. It leads the reader through all phases of the development process, including support strategies, staffing, program and policies, funding, and evaluation. In developing the handbook, staff from the Academy for Educational Development's Support Center for Educational Equity for Young Mothers conducted a thorough survey of the program history, philosophy, and delivery arrangements in many school-based child care programs throughout the country. Six sites representing a diversity of settings and approaches were selected for intensive investigation,… [PDF]

Worth, Walter H. (1986). Reflections on the Political Future of School Boards. The Canadian population's belief in the values of effective leadership, proven competence, and responsive representation of society's interests have led to the development of an educational system in which (1) the central provincial government exercises greater power over education than do local boards, (2) local boards generally bow to the expertise of education professionals, and (3) the small size of their constituencies ensures that local boards will effectively represent local interests. The relative weight placed on the values of leadership, competence, and representation varies with social conditions. Current conditions affecting these values include a restrictive economy, an interdependent and mobile citizenry, demands for equity in educational achievement rather than in educational opportunity, expanding provincial control, growing teacher expertise and power, and increasing diversity in the demands made on schools. The current rebalancing of values could lead to a…

Blackwell, James E. (1999). The African-American Experience at the University of Massachusetts Boston: Challenges and Future Directions. Occasional Paper No. 45. This paper presents the history of diversity, equality, and black studies at the University of Massachusetts Boston from the perspective of a professor who helped found the Black Studies Department and worked to promote gender equity. When he first arrived in 1970, Boston was segregated, and there were few black faculty members. He joined forces with a female professor who was concerned about the problems of women on campus, and established the first Affirmative Action Task Force there. They also established a Black Studies program within the department of Sociology. A few additional faculty and staff of color were hired, and an active Black Faculty and Staff caucus was organized. With pressure and assistance from this group, the first person of color was hired as Associate Provost. The professor served on many campus committees to give a voice to the concerns of people of color. The William Monroe Trotter Institute was founded in the 1980s. It assumed leadership in conducting a… [PDF]

Lalicker, William B. (1992). Making the Wyoming Resolution a Reality: A 1992 Progress Report from Kentucky. Kentucky's college and university composition programs have begun to deal with the issues of equity and quality for graduate teaching assistants and part-time faculty. Survey questionnaires were sent to writing program administrators at 40 of the Commonwealth's public and private institutions. Results indicated that composition and rhetoric teaching get a high degree of respect at the institutions, at least in lip service provided by the individuals answering the surveys. However, a large diversity in the treatment of part-time faculty, especially concerning pay range, was noted. Most respondents agreed that no English faculty members should teach more than 60 writing students in a term, and that pay for part-time faculty should not be less than 75% of the compensation for comparable full-time duties. Responses revealed that per-course compensation and class size vary widely in Kentucky. It was clear that teachers at two-year colleges were doing more work for less pay in more… [PDF]

Polakow-Suransky, Sasha (1999). Access Denied: Mandatory Expulsion Requirements and the Erosion of Educational Opportunity in Michigan. This report focuses on the impact of the Federal Gun-Free Schools Act (GFSA) in the Michigan public schools. The research for this study was conducted as a project of the Ann Arbor-based Student Advocacy Center. The study's purpose is twofold: (1) explore the implications of Michigan's zero-tolerance policy for educational equity and equal opportunity; and (2) analyze the impact of state law on the lives of expelled students and their families. The 100 school districts selected for analysis were chosen according to geographic location, diversity of population, and annual rate of per-pupil spending. Freedom of Information requests were sent to all 100 superintendents asking for expulsion data from the 1995-96 and 1996-97 school years, disaggregated according to race, gender, special-education status, and free-lunch eligibility. Sixty-four districts responded with varying degrees of compliance. In addition to the district data, interviews with expelled students and their families were…

(1973). Voluntarism, Tax Reform, and Higher Education. Voluntary initiative and voluntary support have been of fundamental importance in the establishment and development of the system of higher education in the U.S. Much of the superior quality of higher education is due to its diversity and its freedom from outside control. Voluntary financial support is one of the vital factors responsible for the independence of educational institutions, public and private alike. Voluntarism is now being challenged through the consideration of several proposals for changing the present tax treatment of private philanthropy. Those who advocate such changes do so in part on grounds of political philosophy and in part on grounds of equity. Some argue that the contributions' deduction encourages taxpayers to spend money that rightfully belongs to the public treasury, and others hold that the benefits of the deduction favor the wealthy vis-a-vis all other taxpayers. Voluntarism should be encouraged. Philanthropy has served as an effective instrument of… [PDF]

Hughes, Mary F. (1998). Financing Facilities in Rural School Districts. While education is an important legal function of state government, a major portion of school facility funding is still at the local level, and the quality of school buildings varies across most states. This paper addresses how rural school facilities are financed. It provides an overview of school facilities funding in the United States as summarized by the literature, a mini study of school facilities funding in Arkansas, and comments from practitioners and researchers on the issues presented. It argues that the same equity issues raised on expenditure per pupils and equal educational opportunity should be raised in school facility funding too; and educational quality, including that of school facilities, should not rely on the wealth of the local community. Arkansas, one state that does depend on local wealth for the quality of school buildings, is examined in terms of its great diversity between quality and ability to support school facilities. The paper explains the multiple… [PDF]

Lonergan, James M. (2000). Internet Access and Content for Urban Schools and Communities. ERIC Digest Number 157. The "digital divide," the separation between those with access to new technologies and those without, is seen by many as one of the leading equity issues in the United States. Computer and Internet access varies widely across the United States, with better educated people, those with more money, and whites more likely to have Internet access. In the early years of the Internet, schools with lower concentrations of poor students and suburban schools were more likely to have Internet access, but by 1996 all schools were equally likely to have Internet access. Urban schools, however, remained more likely to have more students per computer with Internet access. Underserved communities are gaining access to the Internet, but there are four significant content deficiencies for these communities: (1) lack of local information; (2) literacy barriers; (3) language barriers; and (4) lack of cultural diversity in Internet material. Public policies and private initiatives are… [PDF]

Bambino, Debbie (2005). Learning to See with a Third Eye: Working to Address Inequity Effectively. Educational Horizons, v84 n1 p47-50 Fall. A few years ago the National School Reform Faculty (NSRF) revised its mission statement to include language about working to \foster educational and social equity.\ The revision makes sense to the author as a graduate student in urban education and a former Philadelphia middle school teacher, as well as in her role as a facilitator of Critical Friends Groups (CFGs) and CFG coaches. Each role has convinced her that racism and other forms of bias are the greatest barriers that everyone faces in making a positive transformation in educational experiences, especially when they involve poor, inner-city kids of color. She calls herself an \inside-outsider\ because she is an insider (an educator working in schools) and also an outsider (a guest facilitator in schools where she formerly taught). As a white teacher she is likewise a cultural outsider in schools where children of color predominate. Here, she talks about Jacqueline Jordan Irvine's \Educating Teachers for Diversity: Seeing with… [PDF] [PDF]

Ladson-Billings, Gloria (2001). Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms. The Jossey-Bass Education Series. This book describes the Teach for Diversity (TFD) teacher education program for people who want to teach poor minority children and who are excited about the possibilities for transformation within urban communities. The book is written in three voices (teacher, teacher educator, and researcher). It reflects the author's own early teaching career and mistakes she made, reflecting on her work with prospective teachers struggling to succeed with diverse students. The book studies the practice of novice teachers who are committed to principles of equity, social justice, and high achievement for all. It begins with an introduction describing the author's perspective on the state of teacher education. Chapter 1 discusses the nature of teaching in the 21st century and the despair people seem to feel about trying to teach. Chapter 2 introduces the novice teachers who participated in the study. Chapter 3 describes the first of three propositions that support culturally relevant teaching…

Clinedinst, Melissa; O'Brien, Colleen; Redmond, Christina (2000). Educating the Emerging Majority: The Role of Minority-Serving Colleges & Universities in Confronting America's Teacher Crisis. A Report from the Alliance for Equity in Higher Education. This report examines the roles that minority serving institutions (MSIs) play and the challenges they face in educating students of color. The U.S. Census Bureau projects that students of color will become the majority in K-12 classrooms by the middle of the 21st century. Despite this shift, classroom teachers are not broadly representative of the students they teach; 9 of 10 U.S. teachers are white. Data from MSIs that make up the Alliance for Equity in Higher Education as well as profiles of teacher education programs at some MSIs show some of the ways that institutions are preparing qualified teachers of color. MSIs produce a large number of teacher education graduates in areas of high national need, such as mathematics and science. The diversity of teacher education graduates from Alliance member institutions is in stark contrast to that of non-Alliance institutions. The analyses in this report demonstrate the critical role of MSIs in preparing teachers of color. Some specific… [PDF]

Keefe, James W.; And Others (1992). School Restructuring: A Special Report of the NASSP Commission on Restructuring. Leader's Guide. This guidebook is designed to serve as a resource and road map for restructuring schools, focusing on the development of a systematic process to implement and manage change. Chapter 1 defines restructuring as the reform of school-organizational relationships and processes to increase student learning and performance, with a focus on the following eight elements: (1) the quality of learning experience and outcomes; (2) the professional role and performance of teachers; (3) collaborative leadership and management; (4) a redefined and integrated curriculum; (5) systematic planning and measurement of results; (6) multiple learning sites and school schedules; (7) coordination of community resources, human and fiscal; and (8) equity, fairness, and inclusion for all students. Chapter 2 expands on the above eight elements of restructuring, and chapter 3 describes the Learning Environments Consortium, a regional self-help network of schools that helps schools develop effective personalized…

Jorgensen, Cheryl M. (1998). Restructuring High Schools for All Students: Taking Inclusion to the Next Level. The ten papers in this collection present practical examples of the inclusion of students with disabilities in restructured high schools. The papers are: (1) \Preparing the Ground for What Is To Come: A Rationale for Inclusive High Schools\ (Susan Shapiro-Barnard); (2) \Equity and Excellence: Finding Common Ground between Inclusive Education and School Reform\ (Robert L. Fried and Cheryl M. Jorgensen); (3) \Philosophical Foundations of Inclusive, Restructuring Schools\ (Douglas Fisher, Caren Sax, and Cheryl M. Jorgensen); (4) \Innovative Scheduling, New Roles for Teachers, and Heterogeneous Grouping: The Organizational Factors Related to Student Success in Inclusive, Restructuring Schools\ (Cheryl M. Jorgensen, Douglas Fisher, Caren Sax, and Kathryn L. Skoglund); (5) \Unit and Lesson Planning in the Inclusive Classroom: Maximizing Learning Opportunities for All Students\ (Joseph J. Onosko and Cheryl M. Jorgensen); (6) \Examples of Inclusive Curriculum Units and Lessons\ (Cheryl M….

Rusch, Edith A. (1994). Gaining Voice: Democratic Praxis in Restructured Schools. Is the work of democracy too hard for schools to implement? This paper presents findings of a study that examined the dialectical relationship between the espoused values of democracy in schools and the actual practice of equity and inclusion in site-based decision making. Specifically, it examines the lived experience of the people inside schools who experience participation or lack of participation. The two schools participating in the case study were part of a nine-site network in Oregon, dedicated to school restructuring. Methodology involved document analysis, videotaped interviews with principals and teachers, interviews with principals and site-team chairs, a demographic survey of all staff, and a schoolwide sociogram analysis. Four understandings about democratic praxis emerged: (1) the conscious construction of democratic values in schools does contribute to increased democratic practices in schools; (2) democracy is extraordinarily hard work; (3) democratic praxis can be… [PDF]

McCoy, William H. (1976). Position Papers. Five position papers from the American Association of Community and Junior College's (AACJC) task force on small and rural community colleges are presented. On the issue of equal opportunity for the small/rural college, the task force asserts that public policy-making bodies must provide for comprehensiveness in curriculum and in services in all its community college units regardless of size or geographic location. In regard to financing, it is felt that equity in funding in any state system of public and community colleges depends upon the inclusion of some means, mathematical or other, of allowing for the higher costs of operation per unit within the smaller, rural community college. In regard to small colleges and accrediting agencies, it is stressed that any judgements should entail a preponderance of weight resting with representatives from peer institutions. In the area of federal and state constraints on small college programs, the task force emphasizes that federal funds are… [PDF]

Abedi, Jamal (2005). Issues and Consequences for English Language Learners. Yearbook of the National Society for the Study of Education, v104 n2 p175-198 Jun. A fair and valid assessment for every child, as mandated by legislation such as the No Child Left Behind Act (NCLB) of 2001 and the Improving America's School Act of 1994, must consider the complexity inherent in assessments for subgroups of students. Due to the rapid growth of the population of English language learners (ELLs) in the United States, and because of the confounding of language proficiency with content assessments of ELL students, issues concerning the assessment of these students deserve special attention. ELL students, relative to their non-ELL counterparts, are not performing as well academically, which has implications for their future success. This chapter is structured around a discussion of factors that potentially have a great impact on the equity and fairness of assessment for the ELL student population. These factors include: (1) the classification of ELL students; (2) inclusion/exclusion criteria; (3) the impact of language factors on the assessment of ELL… [Direct]

(1997). The Advisory Committee on Women and Minority Faculty and Professional Staff. Final Report. The Texas Advisory Committee on Women and Minority Faculty and Professional Staff sought to identify strategies that would increase the number of women and minority faculty and professional staff at institutions of higher education in Texas. The work of the Committee was divided into four subcommittees: (1) Pipeline/Pool; (2) Recruitment; (3) Promotion; and (4) Retention. Among the Pipeline/Pool subcommittee's recommendations were: increase number of Black and Hispanic students to reach institutional minority enrollment and retention goals, expand collaborative K-12 partnerships to prepare minority students for college, improve transfer rates from two-year to four-year colleges, and simplify financial aid application system. Recommendations regarding faculty recruitment included: communicate the state's commitment to diversity, recruit for faculty at historically Black colleges and universities, and provide professional opportunities for newly hired minorities. Among recommendations… [PDF]

Goranson, Donald G., Jr., Ed.; Howland, Marsha J., Ed. (1999). A Guide to K-12 Program Development in World Languages. This guide provides a road map for Connecticut school districts as they develop and implement a world languages program appropriate for the 21st century. It describes what students should know and be able to do at various grade levels and stages of language learning. The five chapters include the following: (1) "Introduction" (overview of the guide); (2) "Core Curriculum Content" (e.g., program goals, K-12 content standards, performance standards, illustrative learning activities, prototype assessments, and suggestions for modifications of activities); (3) "Implementing the Curriculum" (e.g., instructional materials, time, technology, and connections; professional development, interaction, supervision, and evaluation; student assessment and support; grouping and tracking; and articulation and alignment); (4) "Developing a District Curriculum" (key components of curriculum development, the curriculum development process, and statements of… [PDF]

Byron, Isabel, Ed.; Rozemeijer, Saskia, Ed. (2002). Curriculum Development for Learning To Live Together: The Caribbean Sub-Region. The Final Report of the Sub-Regional Seminar (Havana, Cuba, May 15-18, 2001). A sub-regional seminar based on the theme, "Curriculum Development for Learning to Live Together" (Havana, Cuba, May 15-18, 2001), brought together 20 member states of the United Nations Educational, Scientific, and Cultural Organization's Caribbean Network of Educational Innovation for Development: Antigua and Barbuda, Anguilla, Aruba, Bahamas, Barbados, Belize, British Virgin Islands, Cuba, Dominica, Dominican Republic, Grenada, Guyana, Haiti, Jamaica, Netherlands Antilles, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Suriname, and Trinidad and Tobago. This final report begins with a Foreword (Cecilia Braslavsky) and contains five parts: (1) "Curriculum Development for Learning to Live Together" (two articles); (2) "Citizenship Education: Learning at School and in Society" (three articles); (3) "Social Exclusion and Violence: Education for Social Cohesion" (three articles); (4) "Shared Values and Cultural Diversity:… [PDF]

(1995). A Guide to Curriculum Development in Family and Consumer Sciences Education. This guide is designed to help educators develop a comprehensive and integrated family and consumer sciences educational program for all grades. Chapter 1 provides an overview of the family and consumer sciences program in Connecticut. Chapter 2 describes the various program elements local districts should consider when reviewing, modifying, or developing program offerings, such as program overview, program goals, core topic areas, integrative components, and program structure. Chapter 3 describes a curriculum development process that addresses factors influencing curriculum development, recommended steps in the curriculum development process, integration of Future Homemakers of America/Home Economics Related Occupations into the curriculum, and current perspectives on teaching and learning that affect curriculum development. Chapter 4 provides guidance and tools to assist with the tasks of organizing program topics and selecting student competencies at middle/junior and high school… [PDF]