The role of the public has generally been dismissed as a significant factor influencing the process of curriculum formation in large urban school districts. This paper presents an indepth case study focusing on the role of the public in curriculum formation in one school district over a 21-year period during portions of the tenure of 3…

The global education program of the Stockton (California) Unified School District has evolved from conferences, seminars, and workshops to the Stockton and the World project. The project began in 1971 with the district's participation in the Bay Area Global Education Program (BAGEP) intensive workshop training. Participants then sponsored global…

Environmental awareness experiences described in this guide are designed to serve as models or suggestions for teachers conducting activities directed toward environmental improvement. "Man: Steward of His Environment" is the theme of the 14 experiences utilizing behavior profiles, audio-visual exhibits, area studies, service projects, mass…

During 1938-39 a study of students and graduates of the Pine Ridge Federal School revealed that most of these students (98%) stayed on the Oglala Sioux reservation. The school program was largely academic, contributing little to their employability. As a result, the program was remodeled to make it responsive to reservation economic and social…

A Texas-sized superschool that tries to educate kids for the real world. (Editor)

Calls for an end to all divisiveness between vocational and nonvocational programs so that business and office education can get on with attacking more serious problems. (Editor)

Presented at the 66th Annual Convention of the National Catholic Educational Association, Detroit, Michigan, April 7-10, 1969.

Examines factors that have led to diminishing ethnic studies programs in schools. Suggests that multicultural education programs should emphasize teacher inputs; be available to all students in all grade levels; utilize local resources and be adapted to local conditions; and provide adequate inservice teacher education. (Author/MJL)

In developing a sex (or "family life") education curriculum, Gloucester Township (New Jersey) Public Schools established a philosophical base (drawing on community, parent, and student feelings); formed planning committees of administrators, parents, and teachers; reviewed existing district programs; designed the curriculum; and…

Excerpts from final report of National Assembly on Foreign Language and International Studies (Nov. 1980) recommend additions to higher education to encourage development of curricula with a strong international component. Emphasizes importance of second-language instruction and international studies within an integrated curriculum, cooperation…

Suggests that the role of the curriculum director should be to seek community input at both the planning and implementation stages of the citizenship education curriculum. Information from community individuals, groups, and agencies would allow the formation of identifiable goals. (Author/KC)

The formulation of a drug policy and the implementation of that policy in a firm but fair manner are the responsibility of the school administrator. Authors give serious consideration to this responsibility. (Editor/RK)

The challenge of maintaining the richness of cultural diversity will be won or lost in the 1990s. Necessary ingredients include revamping curricula; building cadres through staff diversification, new teaching strategies, and teacher retraining; offering teachers incentives for community involvement and second-language study; and fostering parent,…

The Torrance (California) Unified School District is proving that learning flourishes when the community collaborates to create a conflict-resolution program. This article profiles North High School's efforts to develop and select peer mediators, integrate conflict-resolution principles into the curriculum, address roots of conflict in the…

By successfully creating links with the larger community, one San Diego high school principal discovered the keys to building a true learning community. Community building requires a shared, research-based vision; specific educational goals; a meaningfully aligned curriculum; constituent involvement; careful monitoring; ongoing professional…