ABSTRACT
The teachers moved toward developing individualized teaching materials by cutting up old work books by topic and process, collecting scattered materials from their individual files, and gathering games and manipulative materials. Any kind of change in curriculum and teaching will produce positive and negative reactions in individual parents and citizens. For illustrative purposes, the changes in the general school curriculum can be evidenced in the growth of the high school curriculum. Analytically, syntheses of antecedents and consequences in additional cases and from historical and comtemporaneous accounts will move toward more general models, paradigms, and theories. In regard to the former, discussions are held, mutual agreements are reached on self-improvement goals – for instance, science or social studies curriculum improvement in the school. In 1977, almost a hundred years later, the National Science Foundation (NSF) approached the Alte District to do a case study of science education: natural science, social science, and mathematics in grades K-12.
