Curriculum as it relates to the achievement and participation of children is discussed. (DB)

Concentration on narrow subject areas at the expense of all other activities develops a disintegrated and discontented student. (CK)

Article developed from a paper presented at the NCTE convention in Milwaukee.

Describes the manner in which an analysis of Gagne's Domains of Learning will yield comprehensive behaviors that can serve as models for program and curriculum design. (Author/JJD)

An ad hoc committee of National Council for the Social Studies members conducted a study to determine significant content for social studies education and the grade levels in which it should be taught. The findings are listed by subject matter, concepts, and grade level. (AM)

Proposes a three-dimensional model of content for the study of technology. The dimensions are elements (humans, information, energy, tools, processes, materials); contexts (transportation, production, communication); and levels (cybernation, mechanization, handcraft). (CT)

Detailed are the critical aspects of competency-based education, the development of appropriate curricula to support it, and the systems model of a professional competency network. A sample curriculum is presented. (RE)

Reviews the general education curriculum today and offers suggestions for using the author's curriculum model. (Author/WD)

Catalogues past experience in haphazard curriculum planning and offers suggestions for ensuring that curriculum design occurs through logical, orderly, and comprehensive planning. (Author/WD)

Literature, which deals with truth, should be the focus of the English department instead of writing, which is a trivial technology. (DD)