Demonstrates the application of cognitive-developmental theory to career education. Presents a model of cognitive development and explores its implications for concepts relevant to career education. Discusses self-evaluation, values and choices, expectations and stereotypes, responsibilities, job choice, and reaction to change. (CT)

Describes a 24-month self-assessment of the Instructional Design, Development and Evaluation (IDDE) graduate program at Syracuse University, which included reviews of training and educational needs, curriculum analyses, and critiques by past graduates. The rationale for change is discussed, as well as implications for the future. Five references…

The development of a curriculum for a new law school, at the University of Victoria in Canada, is outlined. Factors that constrain, influence, and determine the shape of the curriculum are noted, as is the role of the legislative process. Available from Univ. Brit. Columbia Faculty of Law, Vancouver 8, B.C. (MSE)

Describes curriculum and field experiences for students in bereavement therapy. Counselors learn to use therapeutic models and developmental guidance skills. Field work includes visiting hospitals, nursing homes and funerals, as well as library research. (JAC)

This commentary discusses an unstated assumption made in a Do It Yourself Curriculum Guide, that "any combination (of outcomes you select for your school curriculum) is as good as any other." Other inadequacies in the Guide are included. Discusses also the problems associated with justifying science in the school curriculum. (CS)

This article offers a curriculum scheme which responds to the nonverbal and intuitive character of learning in the visual arts and which is framed to deal specifically with content in the visual arts. (Author/SJL)

Reports research that utilized multidimensional scaling and related analytic procedures to validate the curricular goals of a graduate therapeutic recreation program. Data analysis includes the use of the two-dimensional KYST and PREFMAP spaces. (Author/JD)

The historical development of curriculum materials in the social studies is outlined. Principles offering the potential to effect major changes are described and a set of guidelines for a rational social studies curriculum is established. (JMF)

Political and social participation of students is discussed as a major goal for the social studies. The author suggests that the active participation of students in school decision making and policy formation will raise their political and social awareness. (JMF)

Eight kinds of curricular changes designed to make schools more effective agents of citizen education in a global age are discussed. Materials designed to globalize the content of education are listed and four basic elements of a curriculum grounded in a global perspective are briefly described. (JMF)

No meaningful conceptual framework for general education can be realized without changes in organizational structures, accounting procedures, and existing incentive systems. (JD)

Surveys undergraduate programs in business and organizational communication, including levels of student enrollment, faculty participation and the kinds of curriculum employed. Questions whether emphasis has been properly placed on subjects appropriate for a business or organizational communication major by existing programs and how these…

Summarizes preliminary results from a survey started during the 1979 fall semester for the purpose of identifying textbooks used in beginning German courses at college/university level and analyzing curricular factors relating to the programs surveyed. Describes data as based on 189 responses to a questionnaire sent to 222 departments. (MES)

Suggests that curriculum should not divorce content from context. It matters what we know, but it matters equally that we know when to apply it. In this respect, acquisition of knowledge is no different from the acquisition of ability. (Author/KC)

Middle school scheduling is a major instructional activity reflecting understanding of human growth and development, agreed-on school objectives and purposes, and available human and physical resources. (Author/JM)