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)

Suggests a common format for analyzing and evaluating learning systems which takes into account costs, skill requirements and sequence, instructional techniques and requirements, motivational factors, and evaluation. (RAO)

The model set forth in this article makes it possible to describe and judge an educational program (specifically, nursing) on the basis of data obtained through a specified inquiry process. It provides a systematic method for organizing various types of data and allows the examination of relationships among those data. (CT)

A tongue-in-cheek look at methods used for curriculum development by many colleges and universities compares the process to two others: destruction of trees and trial by ordeal. Forests are destroyed to produce large quantities of paper for printing of curricula in many versions, followed by Kafkaesque committee scrutiny. (MSE)

Outlines the structural elements useful for systematic construction of an industrial arts curriculum. Steps include (1) curriculum foundations (definition, rationale, goals); (2) curriculum content (scope, sequence, specifications); and (3) curriculum evaluation. (SK)

Presents a model for needs assessment in school programs. The approach collects data from personal interviews with students, parents, community members, and professional staff; from an analysis of the existing curriculum; and from an in-depth student profile. (Author/WD)

This booklet contains a functional system for the development of the vocational education curriculum. It is intended as a quick reference when a brief curriculum overview is needed by those interested in vocational education, such as congressional aides, the National Council of Vocational Education, the U.S. Department of Education, and the…

The author suggests a simple three-stage model as a guideline for systematic curriculum evaluation: evaluation of goals; collection, organization, and analysis of data; and decision making. (Author)

A model that can be used to teach secondary students about economic disparity and its effect on the total economic welfare of the country is presented. The model has three phases. In the first phase of curriculum planning, students' needs are determined, goals and objectives are set, and content is selected. The second phase concerns teaching…

To develop scope and sequence in the gifted curriculum in Gary (Indiana) Community Schools, a curriculum needs assessment was conducted. A curriculum framework was then developed by identifying desired educational outcomes, examining the gifted programs across levels and content disciplines, and linking the outcome statements to curriculum…

The curriculum matrix is a tool to help curriculum coordinators, principals, and superintendents specify, justify, and align curriculum and instructional time to district specified standards. The problem the curriculum matrix solves is connecting the curriculum; that is, tracing an idea from initial justification to its placement in the curriculum…

The focus of this book is two-fold: first, to heighten the awareness, sensitivity, understanding, and commitment of educators to the concept of multicultural education; and second, to provide specific suggestions and directions for departments in teacher education to integrate a multicultural concept into their existing curricula. The book's first…

From a practical, eclectic, and teacher-centered vantage point, this paper reviews previous attempts to classify curriculum development processes, proposes an analytic schema for examing such processes, and explicates an alternative process which has been found to be effective in working with teachers. First, critical distinctions are drawn…

Offers perspectives on the need for secondary science curriculum reform. Discusses curriculum issues in terms of four stages which include: the nature of science; principles of curriculum design; pupils needs and entitlements; and practical proposals for exploring curriculum models. (ML)

South Carolina adopted grade-level content standards in 1997 and required curriculum assessment in 1999. A model for implementation of these requirements is presented that includes rationale, definitions, a planning activity chart, and 10 elements of planning and implementation. A case study illustrates how one rural school district with limited…