This paper discusses the ways in which the Dutch National Institute for Curriculum Development impacts the Dutch educational system. It describes the way the institute carries out its development activities. Results of several studies on the impact of the institute's projects are reported. (RB)

The authors present survey results concerning home economics curricula in Newfoundland, Labrador, Manitoba, Alberta, and New Brunswick. Information is provided on (1) developments in home economics in relation to other courses, (2) equal access for girls and boys, (3) new courses and content, and (4) implications for teacher education and…

Agrees with Hart (1986) on the use of Kuhn's "The Structure of Scientific Revolutions" to provide a framework for a history and systems course, but states that without a clearly contrasting view, students may adopt an uncritical attitude toward presented material. Argues that it must be made clear under what conditions Kuhn's approach is…

The article reviews the underlying principle of gifted education in the German Democratic Republic: to create a learning environment in which all children can develop to their maximum potential. The paper continues with a description of research into differentiated educational processes and suggests guidelines for successful curriculum extension…

The article discusses the frustration of a mathematically gifted child and his/her need for stimulus and extension. It outlines a course in mathematics presented at the Young Persons' Institute for the Promotion of Art and Science, Tel Aviv University Technical College. (Author)

Looks at reasons for the relatively low status of art education, and developments pointing to a hopeful trend for improving the prospects of art education (e.g., the evolution of a professional field, the creation of organizations with diverse interests, growth of curriculum research, private and public programming, and the utilization of new…

The article reports results of a survey of 150 curriculum planners about their knowledge, attitudes, and behavior regarding deliberate development of creative thinking and problem-solving skills. A six-step creative problem-solving model is proposed. (CL)

Describes a middle school program in Wisconsin that has a curriculum based on basic skills and provides exposure to special areas such as art, business, education, foreign language, music, home economics, physical education, and industrial education. (MD)

The Enaction Curriculum is the framework used to develop curriculum for a total school program for gifted children ages 3 to 10 at the University of Tulsa in Tulsa, Oklahoma. The Enaction Curriculum is based on Enaction Theory of Thinking with a focus on domain specific knowledge. (Author/CL)

Exemplary curriculum designs from the past that have provided models for implementation are reviewed in order to lend perspective to designs for today's and tomorrow's curricula. (MT)

Laments the prejudice against feature writing in mainstream journalism schools and departments, arguing that feature writing courses should become part of the standard in curriculum design. (HTH)

Missing from current literature are serious attempts to design a broad knowledge-centered curriculum framework to aid the teacher for the gifted to select and develop content material. Reorganizing traditional disciplines in a more contemporary fashion, in which the instructional content is relevant to today's needs, can provide structure for the…

The curriculum director for Salt Lake City's gifted and talented program cites the advantages of using a thematic, interdisciplinary approach developed within the program and having access to administrative assistance in curriculum development. A curriculum map for developing curricula themes and/or processes is included. (CL)

This article describes three case studies using J. Schwab's "Practical 4" cooperative curriculum change model. The model works, although there are pitfalls to be aware of. (DCS)

Young children are capable of fairly sophisticated political concepts. If teachers were more aware of possibilities for early political education and had confidence in their ability to handle such areas, there would be scope for developing curriculum including elements of political education. (JOW)