The Integrative-Interactive Conceptual Model for Curriculum Development calls for curriculum reform and innovation to be cybernetic so that all aspects of curriculum planning get adequate attention. (CJ)

Reports an interview with two teachers who provide instruction in sign language to 3- to 6-year-old children attending the Otter Creek School in Vermont. Children at the school use sign language while singing and to converse at snack times. (Author/RH)

A case study of a once declining and troubled vocational school that is now a new, comprehensive high school. (Author)

Written from the perspective of a workshop planner and leader, this article describes two modes of presenting drama workshops that have relevance for both elementary and secondary language arts curricula. (Author/MP)

Discusses Piaget's theory of constructivism and its practical application in schools. Gives evidence for the value of constructivist teaching and the importance of offering different kinds of education within the same system. (WD)

A survey of graduates of the Southern Illinois Collegiate Common Market Associate Degree Nursing Program indicated that the graduates are generally more satisfied with their jobs than are nurses who responded to a nationwide survey conducted by a professional magazine. (CT)

Summarizes the literature on educational change as it is characterized by trends toward increased clarification of strategies relating to planned change, more sophisticated understanding of change-related phenomena, more reports of planned change, greater awareness of the complexities of change, and increased concern for the ethical dimension of…

Describes an inservice education program designed to help principals translate the general aims of new curricula and innovation into specific objectives that can be implemented and whose implementation can be evaluated. (IRT)

New understandings of the human brain can be used to make quantum jumps in achieved learning. Sweeping changes need to be made in school organization, learning concepts, settings, and techniques. (Author/MLF)

Offers suggestions to superintendents on allotting leisure time, evaluating new or innovative proposals, using staff evaluation as a tool for professional development, keeping management schemes sensitive to people, and using teamwork to capitalize on individual strengths and minimize weaknesses. (Author/WD)

A bilingual/bicultural education program at P.S. 72 in New York City's Spanish Harlem teaches students to read and write in Spanish first; no written English is introduced until the spring semester of second grade. (Author/MLF)

Presents a short examination to test principals' knowledge of current theories of reading and reading instruction and offers preferred answers and the reading theories underlying the answers. (Author/JM)

Describes attempts to implement an instructional modular format together with specific teacher exercises in several urban elementary schools. Discusses student academic achievement effects brought about by any innovative process in terms of the degree to which the innovation is pushed and accepted by the receiving school. (GC)

Rexford Brown, Thomas D. Horn, James Sledd, and Rudolph C. Troike discuss the most significant language arts developments of the 1970s, their hopes for the 1980s, and references of value to elementary language arts teachers. (DD)

Tells briefly how one becomes a teacher in England, describing the various teacher-training facilities and the complex problems connected with the obtaining of a degree. Considers the questions of reforms in teacher training, and numerous other aspects. (IFS/WGA)