This work presents an ongoing international dialogue about the theory and Practice Of Curriculum Negotiating In The Classroom At Elementary, primary, secondary and university levels, focusing on the sorts of teaching techniques that lead to

Part 1 Theoretical And Technical Framework Foundations: Negotiating The curriculum, G. Boomer; negotiating the curriculum - programming for learning, J. Cook; curriculum composing and evaluating - an invitation to Action Research, G. Boomer. Part 2 Cases: Negotiating Mathematics, S. Hyde; sharing power in the classroom, S. Hyde; an open letter - New York to Adelaide, S. Siegel and E. Skelly; a response - Adelaide to New York, G. Boomer; Postscript, S. Siegel And E. Skelly; Negotiating Education, J. Reid; negotiating the curriculum - action research and professional development, J. Reid with B. Thwaites; learning to Negotiate/Negotiating To Learn, N.B. Lester; On Beginning To Negotiate, C. Cook; negotiating interdisciplinary teaching and learning in secondary English/Social Studies, C. Louth And D. Young; Negotiating, Language An inquiry - building knowledge collaboratively in the classroom, C.S. Onore. Part 3 New Theoretical Perspectives On Negotiating Thee curriculum: all reforms are not created equal - co-operative learning is Not Negotiating The Curriculum, N.B. Lester; Parents, Teachers, School and system - negotiating the school curriculum, J. Cook; one, two, three, four - how do you stop the classroom war? two, four, six, eight - it's Easy, Just Negotiate, P. Thomson; Why We Learn Is What And How We Learn - curriculum as possibility, C. Onore and B. Lubetsky; negotiating the curriculum - archaeologists in search of meaning, N.B. Lester and G. Boomer; Negotiating The Curriculum Reformulated, G. Boomer.