Curriculum specialists with doctoral degrees were surveyed to determing their opinions on the optimal course content for doctoral programs for curriculum developers. (GW)

Borrows Kuhn's idea of paradigms underlying scientific traditions and applies it to selected aspects of curriculum formation in theology at Paris and Oxford in the thirteenth century. (Author/IRT)

Inclusion of arts and humanities as a central part of any curriculum is defended by their ability to create critical awareness, to develop a sense of moral agency, and to foster conscious engagement with the world. (MJB)

The author assesses the state of Canadian studies in the Canadian school curriculum. (DE)

To be educationally sound, the flow of cultures into the United States must be viewed multidirectionally, not as a unidirectional, east-to-west phenomenon. (MM)

Argues that two types of theory exist, "pure" theory and "process" theory, and develops the position that theory is at the heart of the curriculum and is indeed very practical. Through a systematic approach understandings obtained in theory can be used in dealing with daily administrative tasks. (Author/RK)

Guideposts for planning and implementing curriculum innovation are presented with a diagram illustrating the process, implementation of the dimensions of changes, and outcomes. The author notes that if implementation has taken place, there have been changes in the dimensions of structure, role/behavior, knowledge and understanding, and commitment…

As teachers again confront the inevitable excesses of academic formalism and overly narrow vocationalism, they should keep before them a larger vision of what education should be: the function of learning is to make each individual aware both of his own human potentialities and his common humanity with others. (Author/IRT)

Curricular change should be a planned process that looks at the needs of students and at the content implications of any course or program. (Author)

Provides a model for developing global awareness activities in a secondary school. (Author/IRT)

Argues for a multi-faith religious education in primary schools that goes beyond merely teaching facts about many religions to providing insights into the lives of believers in different faiths. Discusses benefits to inter-faith communication and understanding and suggests content and method selection for achieving this educational goal.…

Reviews the American Federation of Teachers' (AFT) report, EDUCATION FOR DEMOCRACY. States that while the AFT is to be commended for addressing the goal of citizenship education and furthering the ongoing debate, the report shows evidence of shoddy scholarship, dubious assumptions regarding curricular design, and nationalistic bias clothed in…

Teachers are discovering that students want to understand the politics of the Vietnam War. Faced with the paucity of resources, some teachers developed their own instructional materials. A list of 27 books and videotapes on the Vietnam War is included. (MLF)

A model was developed to find out whether teachers can predict the success of their students on a specific test. Implications for curriculum development and changes in classroom instruction are discussed. (RB)

Describes the family life education program developed for the North Medford (OR) High School. (JOW)