Points out the need for accurate communications in today's office. Discusses two types of errors made in written communications: those detected by visual analysis and by content analysis. Examines recognizing the need for accuracy, correcting mistakes, and how to teach students proofreading and editing skills. (CT)

Presents one approach to developing a technology-based curriculum for the elementary school. Three models are examined which help establish a curriculum structure: (1) curriculum content structure; (2) five dimensions of the study of technology; and (3) curriculum webbing/sunburst technique. (CT)

If business education is to survive in the future, new methods and new courses will need to be incorporated into the curriculum. These new methods and courses must involve the use of computers. Changes must occur in the teaching of word processing, records management, basic business classes, and typewriting. (CT)

Reports on the results of a survey of members of the organization, Professor of Curriculum, to determine which publications have influenced curriculum development since 1906. (IRT)

This outline contains categories on the origins, theories, processes, principles, and problems associated with organizational communication. (RL)

Curriculum revision is cyclical in nature. Over the years emphases shift because no one approach satisfies all the needs of a school system. However, as a curriculum moves from philosophies to program plans, to instruction, to evaluation, and to revision, new ideas are added, adopted, or adapted. (Author)

The role of the principal is a complex one, tied to shifts in the school population and changing public demands. This article takes a look at the future of the principalship. (Author)

Formulating a curriculum for library education should involve all the library school faculty members in determining objectives, approaches and criteria, selecting and organizing contents, deciding on teaching-learning strategies, preparing instructional materials, and examining assessment methods. (FM)

Provides information on developing a short college level module on crime and societal reaction in communist society. Presented are techniques for gauging student knowledge of crime in communist states, theories by communist criminologists, and comparative criminology suggestions. (Author/DB)

Discusses the feminist criticism of the content, method, and purpose of knowledge about women as defined by the social sciences, and offers a dialectical alternative to conventional analyses. Argues that social science concentrates on the distortion and misinterpretation of women's experience. (CT)

Suggests nine guidelines for teachers and administrators planning death education programs. All emphasize planning and developing with great sensitivity and care. (CK)

Standard definitions would improve communication among those groups that work with program development and improvement. (JD)

A checklist is provided for development and implementation of a health education curriculum. (JD)

Argues for more emphasis on the fabric which holds curriculum detail together and describes those conceptual tools which may help in redirecting thinking toward holistic approaches to instruction and teaching. Linkages between educational technology and learning theory help guide this quest. (Author/RAO)

Explains why and how a course syllabus, if properly designed and reasonably followed, will make the tasks of teaching and learning simpler, more productive, and more enjoyable. (Author/RL)