Described is Project Memphis, a curriculum model which contains 260 structured lesson plans which parents, paraprofessionals, and volunteers can use with developmentally delayed preschoolers. (CL)

Institutions that obtain accreditation should share common standards and criteria, common terminology, and common expectations in terms of competency levels and course outcomes. (JD)

Outlines procedures and assumptions for instituting a doctoral program in business communication. Lists general/specific requirements for enrollment, and suggests business-core and interdepartmental curricula. (RL)

This report of the American School Health Association Committee on Professional Preparation and College Health Education presents a synthesis of various other documents, discusses the scope to health education, the functions of health educators, skill and knowledge requirements, and a standardized model for a health education professional…

Describes the organization and operation of a chemistry course for secondary students which emphasizes problem solving and student activities, particularly project work. (CP)

The school calendar is a powerful administrative tool that ideally expresses school aims and objectives by providing an important structural dimension to the curriculum. It also reveals allocation of school resources. This paper reports the results of a timetable analysis for these and ancillary purposes. Includes seven tables, two appendices, and…

This article describes a program in which a sound curriculum is integrated with a meaningful physical fitness and motor ability testing program. A student's score on an 11-item test is used to schedule the student into the appropriate class for the coming year. (MT)

Sixty-four home economics educators completed the Myers-Briggs Type Indicator and a curriculum preferences survey. Significant relationships were identified between personality variables and respondents' preferences regarding the teacher's role and curriculum development project experiences, as well as qualitative distinctions in respondents'…

Argues that (1) curriculum construction on the basis of "a priori" reasoning about the partitioning of knowledge is misguided; (2) serious curriculum planning should be underwritten by an account of the purpose of education; and (3) there is a bewildering variety of such accounts. Contends that curriculum is formed without sound…

Argues that the development of a successful program in a small sociology department reflects a joint accommodation of the institution's mission, the student constituency, resources, and the program philosophy of its faculty. (BSR)

Differentiates among several conceptions of curriculum, including the formal curriculum, the teacher-created and student-influenced curriculum, and the hidden curriculum. Explores new options disclosed by recent research and raises implications and issues related to them. Includes seven references. (MLH)

Compares Organizing Principle, multi-syllabus, and modular approaches to second language course design and suggests a modular course design that offers the greatest flexibility for both the instructor and for future course planning by allowing the instructor to link various elements of this approach according to methodology and student needs.…

Definitions of specific medical competencies to be acquired by medical students in the course of their studies may be derived from the juxtaposition of a list of generic competencies with a list of appropriate subject areas. The operation of the method is demonstrated in relation to the curriculum of The Beer Sheva Medical School, Israel.…

Discusses problems inherent in planning the curriculum focus and goals of a world history course. Examines major options, including recent studies prepared by the College Board. Offers 17 specific goals for a world history course, from the definition of historical evidence to the role of science and technology throughout history. Concludes that…

This literature review emphasizes the importance of teacher training, teaching strategies, parental involvement, curricular concerns, administrative support, and social/cultural factors on the impact of nutrition education programs at the elementary school level. (Author/MT)