Describes a special curriculum devised to teach cooking to a physically disabled high school student, a program which also served as physical therapy. Key ingredients included individualization, kitchen accessibility, and peer tutoring. (SK)

Describes one school's plan for mixed-ability teaching that utilizes the knowledge, skills, and experiences of all English department members by providing an integrated and coherent curriculum pattern.

The author argues that the talent of writing should be maximized on the cognitive grounds that writing best expresses and exercises the recursive nature of thinking and on the pedagogical grounds that people can be taught various applications of those recursive operations that are natural to the human brain. (CT)

Suggests the use of market research approaches in nutrition education to increase the likelihood of successful nutrition education programs. Provides specific examples of these approaches. (DS)

Commenting on Stanley S. Madeja's article in the October, 1980, issue of this journal, the author argues that the lack of substance and curriculum organization in public school art programs is largely a reflection of the lack of substance in most university- and college-level studio art programs. (Author/SJL)

Discusses the characteristics and educational needs of children with unrecognized giftedness and the specific role of curriculum and instructional methodology in the identification and development of these students' potential for exceptional intellectual achievement. (Author/RH)

In response to the preceding article, the authors contend that the pursuit of accuracy in identifying Piagetian stages may be counterproductive to the more important task of providing appropriate curriculum sequences. (KC)

Curriculum theorists should develop three classes of propositions: (1) definitional propositions, which involve the curriculum design and curriculum system; (2) normative or descriptive propositions, which involve goals in planning the curriculum and designing an evaluation scheme; and (3) predictive propositions, which involve the correlative…

Activities for sixth grade students that are part of the School Health Curriculum Project, "Our Health and Our Hearts," are described. Major concepts and instructional objectives for each activity are detailed. (CJ)

Discusses a "nonjoint" apprenticeship program at a Pennsylvania community college in which the apprenticeship relationship exists between the employer and the individual apprentice, with no union involvement. Examines admission requirements, educational components, and certification. (CT)

A masters-level social work curriculum integrating gerontological knowledge, clinical knowledge, clinical experience, and aimed at developing a task-centered model for work with the elderly is described and discussed. Questions remain about which adaptations to the model are most effective, but student preparation for this work has improved. (MSE)

The author considers the prospects for a single unified system of examinations at 16-plus and the need to restructure the sixth form curriculum. (SJL)

Explains how the authors designed and taught a course dealing with special problems faced by extension specialists in assessing needs and determining program priorities. The authors believe that inservice education dealing with these areas is needed, appropriate, and would be attended by extension specialists. (CT)

A list of truisms concerning adult learning are listed and explained. They cover the areas of (1) motivation to learn, (2) curriculum design, and (3) classroom experience. Also included is an annotated list of resources on adult learning. (CT)

The University of Illinois at Urbana-Champaign conducts a instructional ice skating program for its students and the community. Activities include: a figure skating club; a speed skating club; ice hockey program; and ice skating classes. (CJ)