This paper establishes a set of criteria which can be used by a curriculum specialist for accepting or modifying a client's goals, and discusses the possible justification of attempting to replace a client's goals with one's own. (Author/KC)

An approach to curriculum design is discussed. (CK)

Can the essence of peace be taught in our schools? The author contends that education is the needed catalyst for world understanding. (Editor)

A method for middle school teachers. (SP)

In response to the challenge to teach basics, schools can choose among a number of alternative ways of giving the word "basics" a local definition. Discusses five guidelines for interpreting "basics". (Author/RK)

Uses an allegory involving prehistoric educators to examine how goals and objectives are developed and how they become entrenched and resistant to change. (JC)

Author suggests an addition to the school staff, one who can evaluate proposed changes in terms of the school's long-range objectives. (SP)

Focuses on the important role of curriculum in the educational process. Suggests that until a core of persons, along with local community support, are trained in curriculum development, schools must accept other alternatives in order to maintain responsibility for an adequate education for all youth. (Author/RK)

Information and suggestions are given to serve to motivate and assist those interested in developing a course in test-taking skills and test wiseness. The author lists 11 questions, which should be answered prior to implementing such a course. (Author/KC)

Considers the role of the curriculum scholar in the university and with the public school. (RK)

This article describes the back-to-basics and humanistic education movements and concludes that it is crucial to maintain the balance between the two, that both have intrinsic merit. The de-emphasis of either is an abdication of the responsibility schools assume and an injustice to the children they serve. (Author/KC)

Describes reasons for doing a needs assessment, proper procedure for completing a needs assessment, and what should be done after a needs assessment is completed. (RK)

The consequences of the movement for accountability and individualized instruction were evaluated. (RK)

Presents an outline of a number of curriculum modifications and adaptations that can be relatively simple to implement at the middle school level in order to individualize instruction in mainstreamed classrooms. (FL)