IntroductionAuthor(s): John I. GoodladSource: Review of Educational Research, Vol. 30, No. 3, Curriculum Planning and Development(Jun., 1960), p. 184Published by: American Educational Research AssociationStable URL: http://www.jstor.org/stable/1169276 .

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INTRODUCTION

THIS issue of the REVIEW reports research and selected speculative, theoretical, and analytical papers pertaining to curriculum which have appeared since the June 1957 issue (Volume XXVII, No. 3) entitled "Curriculum Planning and Development." A few references are to prior publications, for comparative purposes and because some studies cited here depend on previous research or theoretical formulations.

Major problems encountered were similar to those which have con- fronted previous Committees. It is difficult to separate curriculum practice and curriculum as a field of study from education as a whole. It is both difficult to isolate curriculum studies and misleading to define the field by reporting research when curriculum as yet is so little guided by re- search. The Committee made an earnest effort, therefore, to organize its efforts around a framework that might be useful for both viewing the field and conducting research in the future.

What constitutes curriculum and how the definition determined organi- zation of this issue is discussed in the first section of Chapter I. The design of the issue will thus be best understood by reading it consecutively.

JOHN I. GOODLAD, Chairman Committee on Curriculum:

Organization, Planning, and Teaching

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