The debate continues as to whether the school should be a transmitter of traditional knowledge in the various academic disciplines or be the center of relevance for students' personal concerns. These authors opt for relevance. (Editor)

Enrollment data suggest a careful look at future planning for instructional programs, facilities, faculty, and budgetary allocations. (Editor)

Reports on the conference proceedings of the Australian Association of Teachers of English. (RB)

The article explores the place and role of career education in social studies. (KM)

Several practical suggestions or guidelines for deriving objectives in traditionally difficult curriculum areas (written and oral communication, fine arts, social sciences, and humanities) are presented in this paper. The author believes that educators do not know how well they can define important, teachable objectives in these areas until they…

The Purpose-Process Curriculum Framework (PPCF) is a guide for making curricular decisions that takes into account the overall merit of the curriculum and the merit of specific objectives. One approach to implementing this framework is to utilize a grid with the purposes represented across the top and processes represented along the side. Assume…

The fullest account yet of the plan to replace A level exams in the eighties. Looks at the pros and cons. (Editor)

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

Discusses issues related to goals of science education, considering the context of the curriculum during compulsory education and two concepts of curriculum design (balanced and core curricula). Also discusses four themes emerging from the debate on the goals: problem solving; understanding of self; cultural heritage; and moral/ethical issues. (JN)

This paper compares the curriculum design model developed by R. W. Tyler (1902-1994) with a model of instructional design at Siena College, Albany, New York, as exemplified in a course taught by L. Stokes, professor of accounting. Tyler's model, which became the basis for many other models of instruction, consisted of four parts: (1) defining…

Author attempts to define sociology, its objectives, and considers stages in the development of the sociology of education and their significance for teaching. (Author/RK)

Author offers suggestions for broadening the scope of education and educator. (RK)