Reviews the history, expected project outcomes, and publications which have been developed by the Visual Education Curriculum Project, designed to identify problems and needs in visual education in Australian primary and secondary schools. (CS)

Presented are some concerns regarding the relationship between science education and environmental education. Semantic problems, inadequate literature reporting efforts in the field, and the feeling that science education is the vehicle for environmental education are discussed and recommendations made for research and curriculum development. (CS)

A description is given of the development of a health education curriculum based on a needs assessment study of elementary and middle school children. (JD)

Results of an evaluation of computer assisted instruction in a school of allied health technologies is reported. The evaluation rated ease of use of computer hardware and instructions, difficulty of content, and learning value. Student comments were favorable in all areas and have led to revisions in specific programs. (Author/CT)

Describes the process of metric conversion in residential drafting courses. Areas of concern are metric paper sizes; metric scale; plot, foundation, floor and electric plans; wall sections; elevations; and heat loss/ heat gain calculations. (SK)

Suggests that, while applauding multiculturalism, global education may provide a pedagogical device to accept uncritically particular political assumptions, rules, and biases. (Author/MLF)

Traces the three-stage development of the general education curriculum in colleges and universities since 1914. Examines history instruction's role within general education at each stage and presents various proposals for revitalizing general education and history. (CAM)

Reviews literature related to potential sources of the principal's influence on curriculum decisions of teachers. Topics discussed include expectations of the principal's curricular influence, the reality of such influence, sources of influence, and mechanisms that can be used by principals to increase their curricular influence. (DB)

The chief contribution of philosophy as a source of curriculum lies not in the knowledge or content that it contributes to the curriculum, but rather in the way it limits, reconstructs, or expands the parameters of curriculum. (Author/JD)

The author argues that selecting content for primary science should be taken seriously, suggests criteria for selecting content, and discusses ways of setting up and using content guidelines. (KC)

A two phase survey of the curricular needs of teachers of visually handicapped students was undertaken to develop a program evaluation instrument. First, 105 teachers reviewed and assessed evaluation instruments published by the National Study of School Evaluation. Then, teachers selected areas which should be included in programs for the visually…

Standards should be established for professional dance curricula in higher education. Courses in dance history, dance philosophy, dance notation, music for dance, kinesiology as applied to dance, and dance theater design and production should be taught by a core of experts. (CJ)

Evidence from a 25-year (1955-80) study of 21 small liberal arts colleges with high entrance standards suggests that presently, students are likely to be exposed to a wider range of economic subjects than those 25 years ago. Theoretical and quantitative offerings have strengthened. (Author/KC)

Identifies nine dimensions of curriculum for use in evaluating curricular innovations: principles, objectives, student entry behaviors, assessment tools, instructional materials, learning experiences, teaching strategies, content, and time. (KC)

Suggests that the Soviet mathematics curriculum may not be as advanced as claimed; however, recommends steps that United States schools should take to meet the increased need for mathematical competency. (MLF)