Lists five basic assumptions for curriculum development and discusses conditions which facilitate and problems which limit statewide development. (MD)

The pros and cons of the value of behavioral objectives in a classroom situation are discussed. (CK)

Four central questions that need answers if the process of curriculum development is to proceed are discussed. (DB)

Bimonthly Supplement to Ind Arts Vocat Educ; v58 n9 Nov 1969

A practical strategy to help school administrators improve curricula is presented. (MJL)

Examines questions, answers, levels, stages, roles, climate, and support as aspects of school-level decision making involved in introducing development education in the school. (RH)

Briefly describes a series of symposia focused on the following question: If it were possible to develop an internationalized liberal arts curriculum for undergraduates, of what would it consist? (RH)

Provides several reasons to include the microcomputer in the marketing and distributive education curriculum. Also suggests a method for adapting an existing curriculum to include the microcomputer. (CT)

The authors recommend a more appropriate curriculum for transportation in industrial arts than that currently in use. They say this could be achieved by adding an economic and human behavior emphasis to the mechanical orientation proposed by other educators. (CT)