Identified is the potential use of curriculum analysis for internal refinement of medical education programs. A scheme for analysis is also discussed as a frame which could be modified to suit the nature of the medical curriculum. (RH)

Some well-meaning federal health and medical educational activities are unrealistic and overzealous. Drug education curricula should address issues such as self-esteem, decision making, assertion skills, stress reduction, recreational activities, and factual information. (CB)

Curriculum development should be a comprehensive process requiring a broad-based view of the educational system and its place within society, thus necessitating the use of a systematic curriculum development model. Such a model is provided here. Three references are provided. (DCS)

Important findings from the School Health Education Evaluation are summarized, focusing on the four principal scores of overall knowledge, attitude, practice, and program-specific knowledge. The relationship of those scores to measures of program implementation and cost is described. Variables of program effectiveness are discussed. (Author/MT)

Two substudies were conducted within the School Health Education Evaluation to assess implementation practices and cumulative effects. Special samples were identified to permit independent analysis of contributing factors. Results of the substudies are discussed. (Author/MT)

Ten elements of comprehensiveness related to school health education that have been agreed upon by key personnel involved in the four curricula studied by the School Health Education Evaluation (SHEE) are identified. The authors recommend that the elements of comprehensiveness concept should be added to further SHEE analysis. (Author/MT)

Describes a study that was made to determine the validity of five new tests in the Ohio Vocational Education Achievement Test Program given to high school juniors and seniors. Concludes that these tests constitute one important benchmark against which to examine and evaluate vocational education curricula. (NRJ)

Validation here refers to individual evaluation, formative evaluation, and summative evaluation. Twelve steps are listed in a systems approach. (AG)

This paper has been extracted from a follow-through study of thirty-eight secondary schools involved in the trial of a Schools Council (England) curriculum projects.

Discusses various curriculum designs in social work education. (HS)

A discussion concerning educational accountability. (MJM)