Describes videotape educational programing in culinary arts at the Culinary Institute of America. (CMV)

A description is given of a course designed to provide school nurses with an expanded knowledge about cancer and to improve negative attitudes. (JD)

Curriculum mapping breaks with traditional curriculum practices by revealing what is actually being taught, how long it is being taught, and the match between what is being taught and the district's testing program. (Author/MLF)

Presents an analysis of sponsorship as that concept has developed since 1968 in Project Follow Through and discusses the future of the sponsorship concept. (Author/IRT)

Representing two very different perspectives, the Goffman Theatrical Model and the Harris Psychological Model are discussed as appropriate communication models of use to curriculum projects and the decision-making process of that complex environment. (JC)

Reviews some models of the reading consultant's role and of the way change occurs and suggests that reading consultants function as clinicians and as consultant/trainers as they work to bring about change in a school district. (TJ)

Courses in cataloging nonbook media should include diverse cataloging codes and a wide variety of media. Related areas of concern include the objectives of an access system for nonbook media and the means by which these objectives are achievable. Films are used to illustrate this approach. (Author/MBR)

Advice is offered on how to conduct an energy audit. (MLF)

Surveys viewpoints on the role of librarians as school curriculum consultants, concepts of curriculum theory, and research studies on media specialist competencies and role perception. References are cited. (FM)

A study of the development and application of dental health education tests as part of the dental health curriculum is described. (YG)

Discusses curriculum development efforts aimed at defining what curriculum is actually taught vs an intended curriculum. Curriculum mapping--used to record content, and curriculum variance--actual differences in content, are explained. (RAO)

This study cited data from five independently conducted case studies collected by trained observers employing a classroom observation category system designed for the study. The findings suggest that "instructional intent" and the conditions of "knowing that" are independent of circular knowledge organization in use.…

A discussion of the teacher's responsibility to strengthen the "inner-connectedness of experience." (BF)

School organization is secondary in importance to an attitude toward, and knowledge and understanding of, students among teachers and principals. (Author/MLF)