A computer-assisted instruction system called SMITH (Self-directed Mixed Initiative Tutorial Helper) has been developed. SMITH relieves the course author of the burden of computer programming, thus greatly reducing course preparation time. (Author)

Presents the six-step method one district uses to develop and evaluate major curriculum changes. (IRT)

The article presents a simple method for estimating the instructional time a handicapped or other student will require to complete an educational/training objective. (DLS)

The reasons for, history of, and present standing of interdisciplinary education are discussed. Finally, implications and recommendations are set forth. (Author/MLF)

Outlines a planned program of multicultural education that begins in the primary grades and continues throughout secondary schools. (Author/MLF)

Before offering some thoughts on the direction mathematics education might take in years to come, the events of the past 20 years are reviewed. (Author/MLF)

Cites some examples of programs in which students develop basic skills in connection with meaningful activities. (Author/MLF)

Teacher educators have the responsibility of designing curriculum with awareness that the education system of the future will have to be more adaptable to individual learning and behavioral styles as children with varying degrees of disability are incorporated into the system. (JD)

The report summarizes the results of an analysis of curriculum guides for the mentally retarded, and sets forth general recommendations related to the development of public school curricula for mentally retarded students. (SBH)

The author describes a seven-part process model she used in planning alternative programs in response to changing student needs. (IRT)

Common and varying elements of different approaches to curriculum development are identified to highlight the need for comparative analysis of efficiencies. (GW)

Curriculum specialists with doctoral degrees were surveyed to determing their opinions on the optimal course content for doctoral programs for curriculum developers. (GW)

Borrows Kuhn's idea of paradigms underlying scientific traditions and applies it to selected aspects of curriculum formation in theology at Paris and Oxford in the thirteenth century. (Author/IRT)

Inclusion of arts and humanities as a central part of any curriculum is defended by their ability to create critical awareness, to develop a sense of moral agency, and to foster conscious engagement with the world. (MJB)

The author assesses the state of Canadian studies in the Canadian school curriculum. (DE)