Urges English teachers to become more involved in curriculum development. (RL)

Described are several methods which have been used successfully to involve students in curriculum planning. Methods include: the game approach of Bonanza; a simulation game, Marquis; and the committee approach. The conclusion is that curriculum planners cannot afford to deny students the right to help direct their own destiny. (KC)

The article examines the historical/contemporary impact of textbooks on the curriculum and the relationship between controversy and textbooks. Specifically, current science and humanities textbooks have become involved in certain controversial issues. (Author/NQ)

Paul H. Hirst's book "Knowledge and the Curriculum" is reviewed as well as his theories about the distinct forms of cognitive knowledge and how that knowledge relates to curriculum planning and teaching. Author response is included. (DS)

The need to articulate a high school home economics program with the junior high or elementary feeder schools is examined. Contains a suggested plan for developing articulation through the establishment of a better curriculum for student learning. An illustration of a sample plan is included. (CT)

It is time to take a look at the methods of teaching traditional clerical skills such as typing, shorthand, machine transcription, and decision making in view of the advances in word processing and other technical advances in business equipment. Further research is encouraged in order to update curricula and business programs. (CT)

Focuses on ideas for teaching about Japan which elementary school classroom teachers can use to supplement a textbook unit on Japan. Suggestions are intended to allow for reflection by students on their own culture, as well as the culture of Japan. Topics are children's perceptions of Japan and the Japanese, developing a geographical perspective,…

Classifies and explains three types of technical writing. Discusses ways English teachers can help writers involved in each classification of technical writing. Offers principles for organizing a program of technical writing instruction. (RL)

The idea of free enterprise education is discussed. The need for such education, what it would entail, when, where, and how it should be taught are all examined. Organizations from which free enterprise materials, packaged courses, and films may be obtained are listed. (CT)

A hypothetical conversation with Euclid engenders the concept of rooting education in instruction that is both affirmative and dimensional. The curriculum should reflect the material context in which we live rather than abstract theory shrouded in social, political, psychological, and linguistic verbiage. (Author/WD)

Describes the development of a CAI ear-training system centered around a concept-oriented philosophy which focuses all application areas on a learning sequence based on tertian tonality. The hardware and software support of this system, site development and maintenance, student use, and curriculum development are reported. (RAO)

Discusses the policy, objectives, and possible teaching procedures that a local teachers' association developed in response to a directive to include writing in all subject areas and at all grade levels. (RL)

A set of ten value concepts for a democratic political community that schools should seek to exemplify are divided into those that primarily promote desirable cohesive and unifying elements and those that primarily promote desirable pluralistic and individualistic elements. (Author/MLF)

Among issues addressed regarding longitudinal curricular content for severely handicapped students are the needs for the principle of partial participation, to create a variety of adaptations to allow greater participation, and to use environmental orientations and ecological inventory strategies in developing curriculum. (Author/CL)

Discusses the need for and use of models in the design and development of instructional materials, providing an overview of the main characteristics of a unit model and three course models: a simple linear model, a refined linear model, and a branched model. (RAO)