To test materials and teaching strategies for a public issues curriculum, staff members of the Project planned, taught, and evaluated a three-year experimental program in a large high school. Evaluation data is presented. (JB)

Discusses the effects of organizational treatments upon the attitudes of teachers toward teaching and participating in curriculum functions and the behaviors of teachers as participants in the curriculum functions. (Author/RK)

Discusses pedagogical differences among educators as to what an English curriculum should be and suggests that educators don't really know. (Author)

Origins, philosophy, goals, textbook formulation, guidelines, other publications, and measurement of success for the Biological Sciences Curriculum Study program are discussed. (DF)

This article proposes three recent trends in primary education, (1) towards the clarification of aims and objectives, (2) towards the structuring of content and learning experiences, and (3) toward a more realistic appraisal of teaching methods and contexts of learning. (Author/JB)

Focuses on the survival of a humanistic English curriculum. (Author/RB)

Paper examines the principal benefits and costs of basic education with special emphasis on economic benefits; reviews some of the major methodological problems associated with the measurement of these benefits and costs; and seeks to establish the best possible research design, given these problems. (Author)

Evaluates a course in decisionmaking devised by the College Board for junior high students. (HS)

The development of academic programs focused on alternative modes of inquiry, interdisciplinary problems and value judgments. (Editor)

The rationale followed in the design of procedures for the formative evaluation of an individualized mathematics curriculum. (Editor/MM)

A study of what innovative practices have been used in high schools in Illinois which of those are still in use and which have been abadoned or changed. (AP)

Describes a behavioral science-mental health curriculum which uses an experimental, non-directive approach and moves from specific experience to abstract principles. (DR)

The author discusses teachers' and school board opinions of being evaluated and their initial hostile reaction to the process. At the termination of the evaluation, most teachers and boards come to realize its value. (AF)