In planning an art curriculum, consideration should be given to ways of instilling relevant concepts in the students who will be exposed to the course of study. In addition, the materials that will be used in the classroom should be carefully evaluated beforehand. (CK)

A plea for meticulous planning in establishing an office training course. (Editor)

An instructional package should be based on a job task and include the task, competencies, instructional objective, learning experiences, and evaluation items. (DM)

Develops a number of arguments to demonstrate the inadequacy of behaviorally defined objectives as a basis for curriculum planning. Argues that human behavior cannot be adequately accounted for by using engineering technological criteria and claims that the key to designing an adequate curriculum is the concept of a person. (NRJ)

Provides a critique and a defense of Maryland's Project Basic, a curriculum design that uses adult activities as the source of objectives for the curriculum. (Author/MLF)

Discusses the need for and development of a secondary course in death education focusing on general goals, the need for objectivity and sensitivity, major causes of death for teenagers (accidents, suicide) and a wide range of important topics, questions, and resources. (DC)

Identifies nine dimensions of curriculum for use in evaluating curricular innovations: principles, objectives, student entry behaviors, assessment tools, instructional materials, learning experiences, teaching strategies, content, and time. (KC)

Discusses a survey examining the psychology curriculum at Bucks County Community College and the program of study, Psychology: Life Skills, emanating from a major revision of that program. The program is designed to serve the needs of students not intending to go to graduate school. (Author/CK)

Describes development and implementation of a British history curriculum for students 13 to 16 years of age. Although built around examination, it also stresses the teaching of feelings, attitudes, and values. (KC)

Explains why social studies teachers have problems writing cognitive and affective objectives and presents a systematic approach to help teachers define goals, set objectives, develop teaching strategies based on these objectives, and develop observable student indicators. (Author/DB)

Presents reasons for setting program goals and criteria for an acceptable goal statement, which are illustrated by examples of surveying law and career concepts courses. Discusses sources of goal information and potential problems in the goal setting process. (MB)

Curriculum development is a moral enterprise because it is concerned not so much with what is as with what ought to be. (Author)

Offers a step-by-step guide to course design and development. Includes information on design basics, underlying objectives, course description, evaluation, standards, recordkeeping, and administration. (JOW)

Since the publication of the Strategic Plan for Agricultural Education, 46 states and all national agricultural organizations have developed tactical plans and programs, and curriculum materials are in progress. (SK)