This book, working from an educator-defined set of curriculum tasks and their allotted time frames, provides a mechanism for linking instructional theory with classroom practices. Chapter titles are: (1) The Tasks of Curriculum Development; (2) Developing Major Goal Statements; (3) Assembling a Psychological Model for the Dominant Educable Qualities in the Image of the Educated Person; (4) Developing a Set of Categories for Course Objectives; (5) Procedures for Developing Organizing Sets; (6) Developing Organizing Sets of Concepts and Beliefs; (7) Developing an Organizing Set of Inquiry Skills; (8) Developing Defensible Sets of Course Objectives; (9) A Procedure for Developing Growth Schemes; (10) Developing Growth Schemes for Inquiry Skills; (11) Developing Growth Schemes for Knowledge Outcomes; (12) Growth in Affective Outcomes: Trait Analysis; (13) Maintaining Balance in Growth; (14) Sequencing Instructional Objectives for Independent Units; (15) Sequencing Instructional Objectives for a Course; (16) Motivational Dynamics of the Self-Directed Problem Solvers; (17) Devising a Teaching Strategy: Instruction as Problem Solving; (18) Developing Instructional Strategies for Knowledge Objectives; (19) Developing Instructional Strategies for Skill Objectives; (20) Assessment as Problem Solving; and (21) Preparing Written Curriculum Materials. (JD)