The conceptual model described here has resulted from the need to organize a body of knowledge related to the world of work which would enable curriculum developers to prepare accurate, realistic instructional materials. The world of work is described by applying Malinowski's scientific study of the structural components of culture. (Author/DS)

The authors report that "experts" in the field of educational supervision have identified curriculum development as the most efficacious task which practitioners should perform to foster positive instructional change. (Editor)

In this paper, a theoretical framework for curriculum and instruction will be constructed as a tool for analyzing the process of curriculum and instructional reform itself. (Author)

Considered the plight of minority languages and programs designed to maintain their availability. (RK)

Describes workshop participants' views on the role advisory councils can or should have in affecting curriculum. Views of administrators, students, teachers, and citizens are considered. (Author/DN)

Summaries of three papers presented at a panel discussion at the Annual Meeting of the Midwest Modern Language Association, November 1, 1973, Chicago, Illinois. (RL)

Describes an innovative, college-level, German course offered at the University of Hull, England. (RL)

Three tables outline a framework for conservation and environmental studies curriculum development. (KM)

Presents a status report on the movement toward metrification in the U.S. Outlines what Congress is doing and what various public and private groups are doing to make the changeover to metrics as efficient and painless as possible. (Author/DN)

The purpose and validity of the HSGP objectives are closely examined, selection and sequence of concepts are analyzed in terms of their academic, commercial and political expediency. The writer is a visiting academic on study leave from Australia. (Author/JB)

Curriculum innovation in Kansas high school social studies departments replaces the traditional history courses with mini-courses which provide more varied elective experiences for students. This approach to individualization is suggested as a viable organizational innovation with important future educational implications. (SM)