A call for a curricular renaissance wherein certain strategies will encourage good curriculum development. (Editor)

This conference record is organized according to the kinds of sessions that were held: general sessions, which include the keynote speech and the banquet speech; discussion groups, which were divided according to four topics--priorities, processes, products, and problems; the French group; and the annual banquet and business session. An appendix…

This monograph is one of 12 that address various topics in the area of CETA/education linkages. They were designed to provide those individuals interested in the development and implementation of CETA/education linkages with information that will serve to enhance the quality of existing programs and facilitate the efficient and effective…

Looks at the planning and implementation of the art curriculum in Virginia Beach City (VA) Public Schools. Lists the goals of the art education program and the components that serve as the organizational framework. Provides a brief description of elementary and secondary curricula. Discusses problems and solutions involved with the implementation…

Stresses how the assumptions and values implicit in curricular design have made accountability for interpersonal communication instruction problematic and suggests means for achieving accountability both within and apart from the constraints of a technological teaching model. (Ed.)

A review of Confronting Curriculum Reform" (Little, Brown), edited by Elliot W. Eisner--a record of a symposium held at Stanford University in May 1969. (RY)

Presented is another document in the Technical Report series produced at the Science Education Center of the University of Iowa. This publication emphasizes curriculum evaluation. Material is presented in three sections: an introductory section in which the components of curriculum are identified and described; a second section in which these…

Argues that (1) curriculum construction on the basis of "a priori" reasoning about the partitioning of knowledge is misguided; (2) serious curriculum planning should be underwritten by an account of the purpose of education; and (3) there is a bewildering variety of such accounts. Contends that curriculum is formed without sound…

Historical discourse on curriculum is most important in writing synoptic texts. Examined are two problems in the way historical material is presented: (1) the problem of ensuring comprehensiveness; and (2) the problem of representing a multidimensional understanding of curriculum. (SI)

Explains the processes and strategies utilized by the faculty at the University of California, San Francisco, School of Nursing, to implement modularization in the undergraduate nursing program. Presents goals for modularization and discusses problems and constraints encountered during the implementation. Available from: Journal of…

The arts of perception, i.e., the arts that enable curriculum workers to see and make use of the significant and particular features of problematic situations, are discussed. The ability to discriminate and give meaning to details has received scant attention in the literature on practical curriculum problem solving. (RM)

Evaluation of the evolution of an English Elective Program at the end of the first year in operation in a high school. (RB)

This report summarizes the first phase of work by the National Institute of Education Curriculum Development Task Force and presents several recommendations for Institute action to effect an informed discussion of the central issues in curriculum development. The report contains three sections. Section one contains information on the charge and…

Suggests that educators will have to broaden the definition of what is educational and begin to tap the potential of those institutions and sectors outside the schools that are also educational. (Author/AM)

Discusses the relevance of teaching algebra to all students. Issues examined include the desperate need for reform in the algebra curriculum, developing a curriculum for a broad range of people, and rethinking how mathematics courses are structured and taught. Concludes that teaching algebra to students previously unsuccessful in mathematics will…