Discusses a survey examining the psychology curriculum at Bucks County Community College and the program of study, Psychology: Life Skills, emanating from a major revision of that program. The program is designed to serve the needs of students not intending to go to graduate school. (Author/CK)

Describes development and implementation of a British history curriculum for students 13 to 16 years of age. Although built around examination, it also stresses the teaching of feelings, attitudes, and values. (KC)

Teaching inferential statistics in library schools is advocated. Study regarding the use of statistics in the field's periodicals indicates more penetrating analyses could have been accomplished. A description of a research methods course at one school is included. (Author/MBR)

The role of the principal in relation to curriculum design is not clearly defined. (MM)

Relates phenomenology to geography education. Phenomenology is defined as a way of study which explores and describes the essential nature of things and experiences as they are in their own terms. (Author/DB)

Explains why social studies teachers have problems writing cognitive and affective objectives and presents a systematic approach to help teachers define goals, set objectives, develop teaching strategies based on these objectives, and develop observable student indicators. (Author/DB)

With careful planning and broad involvement, the Falls Church, Virginia, schools developed a successful sex and family life curriculum. (Author)

Offers guidelines for preparing and using audiovisual materials, showing how four rules were applied to the construction of videotape curriculum materials for grammar instruction at the City University of New York. (RL)

Discusses the identification and application of instructional support services to the instructional development process. To determine the full extent of these support services a matrix is presented, listing services and criteria for their inclusion in the ID process. (RAO)

Presents reasons for setting program goals and criteria for an acceptable goal statement, which are illustrated by examples of surveying law and career concepts courses. Discusses sources of goal information and potential problems in the goal setting process. (MB)

Discusses the creation of alternative individualized curriculum and instruction environments and practices in schools and classrooms. Focuses upon: a) defining individualized curriculum and instruction, b) a conceptual model for individualized instruction, and c) a presentation of what can be individualized. (Author/RK)

Lists steps employed by Mesa County Valley School District No. 51 (Grand Junction, CO) in choosing an elementary school science program. Also lists the twelve criteria used in evaluating and comparing elementary science programs and by which a final selection was made. (CS)

This essay represents an attempt to provide a realistic framework through which the curriculum planner might develop a personal definition of curriculum. (Author)

A basic principle of education stresses the importance of providing differentiated educational treatment for varied maturity levels. Physical, emotional and social, and mental growth characteristics are identified and aligned with corresponding implications for the curriculum. (Author/MLF)

Outlines three contemporary approaches to curriculum reform: affective education, back to basics, and open education. (SB)