Explains principles, planning, and strategies which entered into production of "ESL for Adults: A Curriculum Guide" which is a British Columbia Ministry of Education project. Gives sample of the modular guide. (Author/BK)

Five steps in adapting or developing curriculum for language programs of handicapped students are described: recognition, delineation, appraisal, projection, and judgment. Vocabulary selection is cited as an example of the criteria setting process. (CL)

Concludes that if educators are committed to strengthening the curriculum, they must take steps to establish the position of leader of instruction as an alternative to the traditional building principal. (FL)

The article defines the principle of partial participation and individualized adaptations (which asserts that severely handicapped students can acquire skills to enable them to function, a least in part, in a variety of school and non school activities) and describes their use to generate functional school and nonschool curricula. (Author/CL)

Offers tenets to help curriculum developers dodge the "landmines" that ruin curriculum development efforts. (Author)

Provides a collection of observations and resources on English curriculum development. (RL)

Discusses the importance of including word processing in the business curriculum. Details the terminology and concepts involved in word processing. Describes desirable curriculum changes. (JOW)

The concept of "technology" is reconceptualized and claimed to be necessary before deliberations about the place of technological studies in the curriculum. Discusses how an understanding of technology is influenced by one's view of the role of the university within society. (Author/MLF)

Describes the cooperative efforts of the Nova Scotia Department of Education, New Brunswick Community College and the Departments of Labour and Manpower of the two provinces to develop a curriculum for apprenticeship training programs. (JOW)

The purposes and effectiveness of driver education courses in the public high schools are discussed. (MM)

Notes that independent films are being effectively used in many curriculum areas. A resource list is included of books, pamphlets, and periodicals which provide in-depth coverage of the independent filmmaker's contributions. (CMV)

Summarizes the humorous observations of Edgar Wilson Nye concerning the content of journalism curricula. (KS)

Internet-based tutorials and courseware can be modified to meet the particular needs of a specific course. The Internet allows a degree of cooperation and collaboration among colleagues that would have been impractical or impossible in the past. (JOW)

Suggests that the design of a Agood@ problem is imperative if problem-based learning is to be educationally productive. The article further suggests that in designing a good problem, professors should consider their problem around numerous characteristics that will likely promote critical thinking among students. (SWM)

Asserts that attempting to use problem-based learning for the first time can be daunting and unsettling for many professors. The article further asserts that these professors may benefit from the experiences of a professor as he tackeled the issues of designing and implementing problem-based learning. (SWM)