Twenty- five recommendations for curriculum and instructional materials development. (RA)

Describes a process model for the development of technical instructional materials, primarily textual materials. (GR)

Outlines options available to schools, offers suggestions to teachers of sex education, and concludes that schools must work with parents to face up to the challenge of accurate and adequate sex education for all grades. (CJ)

The Quechuas and the Aymaras have suffered because of the Spanish definition of illiteracy. (MF)

Education of art teachers should be geared to our conceptions of the functions that art education performs, and must take into account the socialization of those who assume roles within the educational structure. (AN)

Most objectives should be behavioral, but stresses a need in devising sophisticated measurement tactics to assess current unmeasurable outcomes in educational instruction. (Author/ML)

Discusses the criticism of the radical reformers in education and what can be learned from them. (MB)

To obtain an accurate picture of education in this country, the U.S. Commissioner of Education, suggests we use all available technology and work systematically. The outcome, he feels, would be new methods, materials, and techniques, and new ways to motivate young people and define objectives. (Author/AF)

Questions dealing with educational objectives, curriculum, textbooks, basic skills, and relevance of the general mathematics courses offered to low achievers in secondary school are discussed. (JG)