Evaluates the articles in this volume dealing with the role of educational institutions in curriculum development. Discusses the variety of public and private educational institutions with regard to size, range of activities, relation to government and universities, and the implementation of curricula. (RB)

Advocates a new approach to dance education which relates it to society and so offers the student a better relationship with his environment. Also proposes an emphasis on the interrelationships of all the arts in school aesthetic education. (JA)

Simulation combines the values of cooperative education and the project method for providing a greater number of the facets of learning. The three basic types of simulation are: physical, social, and environmental. All can be applied to distributive education. Research is being conducted to determine when to use which type. (AG)

A review of state legislation relating to health education is presented. (BY)

In order for curriculum workers to plan and organize in an orderly, rational manner, an operating model is described which identifies the necessary components of the system and clearly states relationships between such components. (Author/CB)

Efforts are now beginning to focus on interdisciplinary approaches to the solution of problems. The author's theme is that ideas'' provide the key to those interdisciplinary approaches. In other words, the focal point of our educational program - i.e., our school and college curriculum - should be ideas. (Author/NH)

Author traces the life and career of Ralph W. Tyler who wrote The Basic Principles of Curriculum and Instruction." (MB)

Author strongly advocates the development of a new curriculum for constitutional education. (MB)

Proposes a set of rules for guiding the establishment of new curriculum theories or improving old curriculum theories. (DE)

The need for a population education curriculum is discussed. (DB)

Details Edinboro University's efforts to reduce the extended cycle time required to develop new courses and programs. Describes a collaborative process improvement framework, illustrated data findings, the team's recommendations for improvement, and the outcomes of those recommendations. (EV)

The president of the University of Phoenix calls its centralized course-development process a "safety net" for instructors. Critics call it a "cookie-cutter approach." (EV)