Argues that the hermeneutic tradition, used as an interpretive framework can be used as a powerful tool which allows curriculum theorists to reshape educational thought and practice. By placing educational experiences within an interpretive framework, curriculum theory can be reframed in terms of practice, deliberation, and choice. (GEA)

A survey of the design, emphases, and content of predoctoral curriculum in orthodontics shows wide variation in the amount and timing of didactic and clinical instruction. (MSE)

This 421-item bibliography of works published in 1986 in the field of library and information science education and training is international in scope, although the majority of items are in English. Items are listed in 50 subject categories, and a more detailed subject index is provided at the end as well as a name index. (MES)

Describes a course that bridged the disciplines of clinical and experimental psychology and the law. The course included discussion of issues such as the reliability of confessions, victimization, and child custody. Course objectives, requirements, and teaching aids are outlined, and thoughts on integrating these diverse topics are included.…

This article provides a brief history of the development of the 1984 National Council for the Social Studies (NCSS) scope and sequence document and introduces the series of articles in this issue. (JDH)

The article describes elements needed in a curriculum scope and sequence for gifted students, explains a general process for curriculum scope and sequence development, and presents some examples of different curriculum frameworks which incorporate these elements (Author/CB)

Ten smoking prevention-education programs are profiled in this article. Each profile includes a program description, availability of information, appropriate contacts and, when available, a brief description of program evaluations. (DF)

The purposes of this study were to determine the health concerns of students enrolled in personal health classes, to compare the results with earlier studies that used the same instrument, and to investigate the effect of gender on health concerns. Results are discussed and conclusions regarding health education curricula are elaborated. (MT)

The life-cycle approach to the process of redesigning a business education curriculum to include word/information processing includes four steps: the study phase, the design phase, the development phase, and the operation phase. The method implements extensive curriculum changes in an orderly and effective manner. (SK)

Describes a media studies program that allows undergraduates to develop a speciality (such as broadcast sales) within a liberal arts program and communications core curriculum. (PD)

Describes a four-course series in organizational communication and the competencies the series develops. (PD)

Discusses issues related to goals of science education, considering the context of the curriculum during compulsory education and two concepts of curriculum design (balanced and core curricula). Also discusses four themes emerging from the debate on the goals: problem solving; understanding of self; cultural heritage; and moral/ethical issues. (JN)

Describes the development of a doctoral program in public relations that closely parallels the 1982 model developed by the International Public Relations Association. (PD)

To overcome the fragmentation of secondary school curricula, the authors argue for a core curriculum of cluster courses, allowing students to acquire required skills and pattern their options. They suggest clusters in languages, business, histroy, art, home economics, and industrial education, alternating through four years of the curriculum. (JW)

The function of dialogue among educators in creating a humanistic curriculum is analyzed and related to three humanistic organizational theories. (GW)